Q uest F or C hange

S ele c t e d P r iz e W in n in g E ssays, P o st er s A n d P h o t o g r a p h s

NIEPA DC

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N ational L iteracy M ission Ufcl^A'lVD; , . , Nac,..,i J 1 tu'c : : a»|. . ' ,.-i| PI I 1 ,4 • .id A dtDiiiib. 1 ac < ti. i7 ;>, ' ri Aurobjiido Marg, N. w (^ih,-iiuoi6 3 , ' _ § 5 -|4 f’

5000 copies 1994

Directorateof Adult Education organises National Level Competitions every year on poster-desig;n, photography and essay writing on themes related to literacy and adult education, vw^ith the purposte of enhancing the awareness about these topical issues amortg all ranks of people. As in the previous y

This compilation of a selection from prize-winning entries is an index of people's awareness on these iissues.

Designed by Parthiv Shah

Layout &c Typesetting by Lakshmi Graphics

Printed with UNICEF Assistance Printed at Aravali Printers & Publishers (P) Ltd., Okhla Phase-II, New Delhi-110 020. FOREWORD

Ministry of Hunan Resource Development and Directorate of Adult Education have been organising Natio)nal Level Comptitions on Literacy/Adult Education for last 28 years. The competitions are held in the areas of esssay writing, poser-design and photography. In each of these ar^as the entries are invited in the separate categ^ories, such as students, teachers, other professionals, amateur/professional artists/photographers. The over\wh elming respoise to these competitions leaves us, every year, with an impressive, if somewhat daunting, task 03f processing theen tries and seeing these through a prolonged and complex process of selection and awards.

The partial resilts of the competition held in 1994 are for you to see in the form of this book. Due to consttra ints of space md time, we have not been able to include all the prize winning entires. The selection of essay/s, posters and piotographs presented here will give the readers some idea of the range of subjects and the creatiive treatment involved in the efforts put up by most of the participants.

On behalf of Naional Literacy Mission and the directorate of Adult Education, I congratulate all the award winn^ers (a complete 1st of award winners in all subjects & categories is being published in this volume). I would also Hike to thank the distinguished members of the panels of judges for the painstaking effort and considerable time they put in to sdect the winners.

I also thank all tic members of the staff of the Directorate involved in the organisation of these competitions.

New Delhi A.K. Basu 8th S)eptember, 1994 Director

l^ONTENTS Page No.

Signatures of Survival 5 'ima Talzoar 12 m w - Rlqle of M ^ a inthe promotion of Media in the promotion literacy 20 SJ. Subramanium Literacy for the oppessed 31 MAanmatha Kundu Rlole of Media in the Promotion of Literacy 40 D^eepa U. M ehta Literacy for the oppressed 46 Gjoutam Sarkar Education for All 54 KLV. Joseph ^ 63 m m m 71 viHdm jftm Literacy for Empowerment 75 RUshmi Jam FaRfw f ^nsrrai 82 ^wrff ^mSRcTT % ^#TcTT 87 O Literacy for Liberation the Silent Revolution 93 Literacy for Liberation 99 Sian jay Kumar Dash Literacy for Liberation 104 Siirnirita Sarao 3ff^rtTPr^fiT^ ad^firpi 109

3rf^^qpr 115

TThe Literacy Campaign - A People's Campaign 121 Sthweta Cupta

TnszpT % ^rrm^n ^ w r 126 iftMf 17/^ wwr 3lf^, T13: ^ 3lj5piH 130

The Literacy Campaign - A Peoples Campaign 137 C?.S. M eera

Stgnatures O f S u rv iv a l

N e el im a T alw ar

p the verdant landscape of Powai, a are examined to indicate directions for future lone tribal woman is seen often. Wearing a tattered growth. It is established that literacy work offers saree tightly around her sparse body, she collects a unique educational framework through which dry wood and then disappears to remoter parts the flawed literacy models of Indian schools can of this lake district. In the last decade her routine be corrected, leading to the revitalization of the hasn't changed. Hardship, however, has made Indian consciousness. Literacy related interaction h^r look exhausted and older than her years. Of will enliven the knowledge of our own people. In late two little children scamper around her while the present educational and social milieu, the she collects dry wood. The grim face of this poor, vastness and variety of Indian life has not been uneducated woman hides a long history of fully comprehended by the educated class. The oppression that is often erased by us from our Bengali playwright, Badal Sircar, demonstrates collective consciousness. Keen to confront the this problem in "Evam Indrajit". The character of economic demands of globalized markets, we are the writer, in this play ruefully laments his caught in a dilemma. Do we look internally within confined world-view. To quote his words. our own society to deal with its mammoth problems or stretch our vision towards newer "WRITER: According to the census of 1961, societies to mould ourselves in the images they the population of Calcutta was 29,21,891. have created? Undoubtedly internal exploration Of them about two and a half per cent are is much more important if we are to survive as a graduates. They are known by different nation. Literacy and education are two balancing names. They are the middle-income group, poles of an equilibrium we need to develop. The although within that group there is enough poverty and illiteracy of the tribal woman of disparity of income. They are the Powai is a social loss. Many like her have made intellectuals, although if they really relied the transition from thumb impression to signing on their intellect, they would die of their own names. The media images have captured starvation. They are the educated minority, this glowing achievement. This is however only a if a degree Is Indeed a mark of education. beginning for future possibilities of social and They are Amal, Vimal, Kamal." 'economic rejuvenation. Aware of other experiential possibilities he adds: In this essay the cultural richness and diversity of our people are examined as a factors r ve written many plays. I want to write that can strengthen educational activities for the many more. But... I know notiiing about the oppressed groups. The notion of literacy has suffering masses. Nothing about the toiling caught the imagination of the educated class. It peasants. Nothing about the sweating coal­ offers them areas of creative interaction with the miners. Nothing about the snake-charmers, non-literate sections of the population. The efforts the tribal chieftains or the boatmen. There of various voluntary and governmental agencies Is no beauty in the people around me, no splendour, no substance. Only the combined to yield a meaningful study of our undrama tic material Amal, Vimal, Kamal people. To facilitate this over-view, each state/ and Indrajit." union territory has been treated as a unit of study. Information about these multi-caste, multi­ Badal Sircar liimself did not remain confined ethnic communities is recorded with reference to the middle-class sensibility. In his search for to: creativity, he developed a theatre of synthesis as a rural-urban linkso as to discover India fully. In (/) the community's perception of its "Bhoma", a play about a wood-cutter in the history, Sunderbans, and "Stale News" on the theme of (it) migration as reflected from its myths, Santhali rebellion, Sircar explores the shock of folk-lores and puranas "seeing, feeling and learning about our (Hi) bio-anthropological information surroundings." This evolution from a single point- (iv) food and food habits of-view to a multi-dimensional world-view is (v) social division, hierarchy and necessary for promoting literacy. stratification (vi) institution of marriage-family In a nation of more than eight hundred million (vii) status of women people this shift in world-view can be handled (viii) life-cycle rituals through greater access to information about the (ix) economic activities cultural diwersity in India. The uniqueness of (x) mechanism of social controls every group should be utilized to generate literacy (xi) religious attributes themes. Dialects and languages of the oppressed (xii) arts and culture of the community groups should form the basis of these efforts. The (xiii) inter-community or interethinic task of gaining information about deeper layers linkages of each cultural groups is made simple due to the (xiv) attitudes towards development documents prepared by the Anthropological programmes and its impact. Survey of India. All the information available so far has been computerised with the help of the National In its "Peoples of India" project, 426 scheduled Informatics Centre using the first software tribes, 439 scheduled castes, 1,026 other backward developed for ethnography in the country. communities, 300 Hindu upper caste, 60 Jains, 20 Christians, 10 Buddhist, and 10 Jewish and Parsi Having gained the sense of vastness and communities have been identified. This national variety, the nature of oppression needs to be list takes into account the synonyms of understood. Oppression has complex links with communities, the recurrence of a number of economic as well as social factors. Unable to cope communities and their sub-groups in many states. with the dynamics of the changing world the A number of significant observations have been oppressed groups remain ineffective in generating made in connection with this work. The Director- wealth. Their economic condition affects their General of ASI has pointed out that this survey world-view and self-expression. In order to intends to increase our knowledge of people as a understand the locus of oppression, one can look whole. According to him, what is required is not at the condition of the tribals in India. In his essay only a series of micro-level stud ies but also macro- on "The Unsolved Tribal Problem", A.B. Bardhan level so that both insight and perspective can be has postulated that, the geography of hunger. illiteracy and social stagnation in the country (iv) Tribals who have migrated to cities. coincides with the geography of the tribal people's Despite the variations, tribal life is marked by homeland. The tribal homeland is spread across proximity to Nature, cultural isolation from the length and breadth of the country. Hence mainstream society, and prolonged economic oppression-stemming from social and economic stagnation. And yet their severe economic stagnation, hunger and illiteracy-virtually defines oppression does not spawn a totally bleak cultural the ethnographic contours of India. life. The tribals have their unique dialects, dances, rituals, deep knowledge about flora and, fauna. The tribals are ancient inhabitants of India. Due to their isolation as a social group they have Right from the earliest historical accounts evolved theirown egalitarian social conventions. available they have remained isolated from the This is not to suggest a world of pastoral bliss. cultural life of the power groups. This does not For like any other oppressed group, there are mean that the tribal consciousness has remained layers of internal oppression within these static. Indian historians like K.M. Panikkar have homogeneous groups that thwart the life of its pointed out the many intellectual and political members. achievements of the tribals of ancient India. Recently the Subaltern Studies have intensified The contrast between deep contact with nature efforts to re-evaluate the content of tribal and the social oppressiveness comes through in rebellions in order to highlight the contribution the songs of the Gonds that Hivale and Elwin of tribals in the decolonization process. The translated. In the "Songs of Poverty" the singer Santhal Insurrection of 1855-56 (which preceded laments his isolation and suffering: the First War of Independence), the Kol Uprising of 1830, the revolt of the Mundas of Chotanagpur O swan, come slowly from the sky. in 1895, the Bastar Uprising of 1911, the Kurichias And drink this cooling water from my Rebellion in Kerala, etc. were attempts at hands. decolonization and social justice. In free India When you are wealthy you have many again, the tribals have had to deal with friends. developmental projects that threaten their But the poor man is ever companionless. existence not only as endogamous communities O swan, come slowly from the sky. but also as thriving citizens of India. And drink this cooling water from my hands. The tribals can be divided into four broad divisions that indicate their proximity to Nature. He has taken away my food; He has taken away my lands; (i) Tribal communities who live in remote He has taken away my only drlnklng-pot. forests and hills; God has taken away everything from me. (it) Semi-tribals who live near forests and O never, never should man endure such till land; poverty." (Hi) Acculturated tribal communities who work as labourers in rural In song after song of the Gonds, one finds a industry such as mining; deep sense of reverence for Nature. In the song titled "Religion" the singer joyously expresses this pantheism: Acquisition of a script, however, is merely in the evolution of the oppressed groups from silence O clouds, you are our teachers. to articulation. In the case of oppressed groups We worship you. where a language is acquired or inherited, the Earth, you are our mothp*- crucial element will be related to connotations We workship you, and verbalization patterns that the oppressed Kairo Mata, we worship you." groups develop. The Dalits are an eloquent example of this situation. The Dalits have Despite their exuberant rituals, performance, inherited a language that wounds their soul. The and songs it is indeed noteworthy that the tribals, Dalit poet Arun Kamble expresses this sentiment by and large have only dialects but no written in his well-known poem "Which Language should script. What adds to the condition of oppression I Speak?" is the inability to transcribe their thoughts, knowledge and feelings in their own language. "Picking through the Vedas The tribal knowledge of ecological and His top-knut well-oiled with ghee. interpersonal matters remains unproductive for My Brahmin teacher tells me, them as they have not learnt to document and 'You idiot, use the language correctly!' analyse this information. Even if their world is Now I ask you. translated by well-intentioned scholars, Which language should 1 speak?" mediation increases the understanding of the power groups and not that of the tribals Literacy means graphic representation of a themselves. The question of language clarifies spoken language. Language making is a deep this issue further. Ranajit Guha in his analysis of reflection of the humanism of any linguistic peasant insurgency in colonial India has described group. So deep are its ties with the people who the psychology of fear and reverence with which have created it that neglect of their language the tribals viewed literacy levels of the sahukars amounts to cultural and economic rejection. To and the government machinery. Debts could be confront this elemental fact, literacy campaigns written and re-wrtitten by the money-lenders. will have to accept the linguistic originality of Writing was seen as an act of exploitation rather each community. The tribal dialects may not than an act of knowledge. In Cuba's words writing have a script but they are not mere inchoate was seen "not as a social, empirical phenomenon, whispers of the tribe. They are inventive symbolic but as something that was quasi-religious and systems that define their perceptual world. magical: to write was not a matter of skill but of Through intensive study of Hopi and Shawnee inspiration ..." If the language of authority Indians, western linguist Benjamin Lee Whorf instilled reverence and fear, it also had has convincingly established the relation of undercurrents of deep frustration and anger. In language to thought and perception. According many acts of "negation" the written documents to him, language is more than just a medium for of the power-groups were destroyed by the tribals expressing thought. It is in fact, a major element and peasants. in the formation of thought. The anthropologist, E.T. Hall has further pointed out that human The lack of a written script to an important perception is programmed by the language a denominator of political powerlessness. person speaks. To reach another human being; the perceptual and sensory aspects of his/he could sign their names in the chosen slot. language have to be understood. In the Indian context, the large number of tribal dialects may The collective power of literacy campaign has seem forbidding in 1906 Grierson had identified been experienced in different states of India. 872 dialects most of which were tribal - but they Learning is a basic instinct. Literacy drives have express the originality and inventiveness of the fulfilled this instinct by linking their teaching people. What the literacy missions could do is material to the local environment, health and initiate the' script formation of these dialects. hygiene issues, and the need for education for all. This will bring about a new sense of purpose and Their approach is generative and delineating. vitality to the programme as it will build on the When adults of our society begin to enjoy their organic culture and roots of various oppressed learning, a lot of changes in the world of today's groups. Some work has already been done by the child can be anticipated. The field experience of tribal educators in the past in this direction, for Dungarpur in Rajasthan reported in recent example Raghunath Murmu discovered the 01 newspaper articles is worth citing here. The script for Santhali and Sadari which has emerged literacy drive has not only brought the smile of as a common language amongst the various selfhood back to the child-bride Jani Devi, she is dialects of West Bengal, Bihar and Orissa tribals. equally determined to educate her two little The computerised information resources of ASI daughters. It has also helped the people to make can be used as a basis for this rejuvenating task better utilization of scarce resources like water. and further ethnographic information stored for In the words of Ganga, a casual labourer working greater analysis. in a stone cutting unit "Literacy has taught us how to manage our water resources. We have The present plan of the literacy campaigns to installed a pump in the only well in our village teach reading and writing skills in the official and have built a canal to carry water to our languages could continue simultaneously. This blooming kitchen gardens." activity has its own well-proven merits. Many successful literacy drives have proved the manner In the evaluative field work done by many in which literacy skills improve self-confidence scientists and sociologists, it has been noted time and economic, political transactions. The and again that literacy is powerfully linked to the Ernakulum literacy campaign of the 80s has been need for scientific education in many states of the called an epoch-making revolution. In a country. Health education groups, comprehensive report of this experiment filed in environmentalists and analytical philosophers The Times of India in 1991, the educational and have often converged on the literacy missions social benefits of the programme were pointed because it initiates a silent but enduring out. The crime rate in the region dropped, chronic transformation in people's lives. problems of alcoholism were tackled, and the political participation of the people improved. In And yet the literacy process, if it is to continue the general elections to the Lok Sabha in to grow for the neo-literates, will have to touch November, 1989, voting was done more efficiently inner chords that will resonate on their own. For as the neo-literates would read the names of the the oppressed groups it is likely to activate greater candidates in addition to merely seeing the sense of selfhood. Instead of seeing reading and symbols on the voting card and also because they writing as symbols of dominance, or as inaccessible beyond the threshold level of to explore crucial and critical words that competence, they will bee seen as acts of self­ communities consider crucial for their well-being definition and social mediation. To illustrate this and survival. Alphabets of the double literacy idea consider the plight of a doubly oppressed programme would pose plural possibilities. In tribal man. Recently the case of Mangala Kirsani, areas where the language of the powerful and the a tribal Bonda, was reported in the media. He is powerless is the same, new connotative patterns bonded to another Bonda from whom he had will emerge. These can lead to the making of an borrowed two oxen and Rs. 1,000 for his marriage. encyclopaedia of Indian words and perceptions. If Mangala Kirsani were to participate in this Words for happiness, hope, communication, hypothetical double-literacy experiment, he distress, anger could very well create the contrast would express his deep oppression in his own between what the oppressed groups have and language and grope to find a way out through the what they can create for themselves. The tribals mediation of literacy-work in another regional of the forest areas may have different sense of language. His own language would help him these words from the tribals working in retain umbilical ties with his ancient Austro- development projects in tribal areas. Just as the Asiatic tribe. The second language would open proletariat of Bombay will have their own the world of legal and economic information so cosmopolitan verbal blend. In addition to as to help him deal with life-long bondage through wordcentered work,one can also think of ecology efficacious liberating acts. The Bondas are known or health and hygiene related projects where the for a high rate of homicide within their tribe, indigenous knowledge is re-recorded and Mangla Kirsani's case indicates how they have endorsed to inculcate self-reliance and self- begun to internalize the coercive patterns of confidence in the people. A lot of anthropological, money-lenders and traders of Malkanganj who ethno-medical, aesthetic studies of the riches of exploit them right and left. Double literacy could our people have been undertaken by Indian and lead to saner solutions whereby critical external foreign scholars. Literacy missions could become and internal viewing is possible. The likes of a fertile ground for activating these ideas for Mangala Kirsani and his pregnant wife, then, enduring effect. would have a better chance to redefine their destiny. At the outset it was pointed out that literacy drives have to be viewed in relation to the patterns Literacy for the oppressed can become an of mainstream education. The middle class may abiding force if it fuses genuine articulations have a relatively stable economic base but has with learnt linguistic shapes and patterns. The faulty attitudes towards learning which have literacy volunteers then would notonly beable to made the Indian schooling system very teach skills of reading and writing in a known oppressive. Shri Shivram Karanth, the well- language, they will also begin to have easier known Kannada novelist, has gone to the extent access to the multiplicity of Indian life. At present of calling Indian schools prison-houses which there are literacy kits that impart basic learning have chained the souls of Indian children. Much through reference to commonly perceived themes of the school level oppression is reflected in like family, house, medicines, labour, plants, flawed modes of literacy. Words, basic alphabets, bank, basic science and mathematics. Unique are taught as passive static entities which add up word-centered literacy kits could be developed to form a language which has to be learnt to pass

10 the exams each year. Literacy is not seen as a literacy missions have the potential to rejuvenate basic creative activity which enlarges the scope collective life of the Indian people because they of learning and self-expression. In a detailed can help lookat words as cultural shapes, thoughts field survey (of municipal, private and Montessori and perceptions. If the sense that each object of schools) to understand the problems of learning our environment has a linguistic correlate were Devnagari script in the schools of Gujarat and to permeate, a more dynamic relationship between Maharashtra, Shahabani Azam found that the environment and the self will develop. Writings relational and exploratory inputs children require are imprints of thought and emotions. Reading to generate meaning through literacy, have been enhances the thought process. It helps people largely undermined in the various schools reflect on their ideas and emotions more carefully. surveyed. Whether it is a question of teaching a Instead of withdrawing from the problematic regional language or English, the same absence of features of one's environment in a destructive environmental connection is conspicuous. For fashion, greater reflection may begin to lead to example, many batches of scheduled caste and efficacious solutions. scheduled tribe students at the university level have expressed difficulties in using English as a The innumerable languages and their medium of thought. The roots of this difficulty go resonances create the rich texture of Indian back to tyrannical conditions in which the culture. Literacy can become a liberating force language was taught. To most of the students the for the oppressed as well as the relatively first memory of learning this new language at the privileged, by creating a framework for 4th or 5th standard evoked pain and anxiety. interaction. If learning becomes a thriving, on­ Literacy demands not only sound pedagogy but going, self-generating activity, literacy will teach also humane learning environment. The themes the language of hope and survival. Learning to for literacy are important as they help to write one's name then will be more than a symbol emphasize the learner's self-worth. In the multi­ of literacy, it will become a dynamic act of cultural lingual context, the process becomes even more and economic rejuvenation. important to enable the learners to create integrated linguistic and perceptual worlds. Most The image of the lone decrepit tribal woman schools seem to have failed to do this. A large comes back to mind. She may not have heard the number of our university and college students Gond riddle, "Black seed is sown in a white field: are apathetic or hostile to the idea of cultivating when the crop is cut, it sings". According to languages properly. They often use languages Hivale and Elwin the answer to this riddle is "a perfunctorily, and perhaps therefore, carelessly. song written on white paper". Perhaps I should talk to her for I often feel curious about the Literacy campaign offer's an opportunity to songs this emaciated, weather-beaten tribal break away from the uncreative, alienating woman would like to write to share her secrets linguistic learning models we have adopted. The with the children she brings to the silent lake­ side in Powai.

This csauy by Dr. (Mrs.) Neelima Talwar/rom Bombay has been chosen for the First Prize.

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19 R ole Of M edia In T he P rom otion Of L iteracy

S . SUBRAMANIAM

Literacy opens up avenues for communicaHon that otherwise remain closed. It is a prerequisite for acquisition of other skills and development of more."

- Guiinar Myrdal, Asian Drama

1.1 D efinition O f L iteracy A nd Its R ole At a more seminal level literacy helps people

I n D ev elo pm en t. to acquire and use information, understand themselves and the world and most importantly improves the choices they make as consumers, he term literacy simple as it seems has producers and citizens. The denial of this ability innumerable definitions and connotations. But in to any human being is not only criminal but also view of the fact that this can have serious normally abhorrent. implications, especially in formulating targets an attempt should be made to define literacy. It is not that the planners were ignorant of this intrinsic nexus of literacy with socio-economic Shorn of all its complexities literacy simply development and undoubtedly this thinking means an ability to use and understand language, formed the basis for many an ambitious literacy read and write it. It also includes basic skills in programme. Forty-seven years after arithmetic. This definition is open to criticism independence and the progress is a far cry from especially with regard to measurability, what we set out to achieve. comprehensiveness, relation to developmental priorities and so on. But the above definition has 1.2 L iteracy In I n dia- brief H istory A nd one virtue, that of simplicity and brevity and T he T ask A t H and shall be the guiding definition for this essay. Our colonial masters, the British, were more There is a growing realisation that literacy interested in ensuring a steady supply of 'Babus' enhances the investments made in almost every to man their administrative set up and therefore other aspect of developmental effort be it the by and large ignored a large section of the anti-poverty programme, family planning, health population. No wonder by 1937 only 16% of the or emancipation of women. In most cases literacy population were literates. This percentage acts as a catalyst to social upliftment with its gradually increased, post-independence, to 24.0 attendant benefits like local self governance, and in 1961, 29.5 in 1971 and 36.23 in 1981. As of the reduced exploitation of weaker sections. 1991 census it stands at 52.11 percent. Indeed by

20 all accounts this is a poor performance and in the with due emphasis, for the first time on total process has made the task of achieving education mobilisation, focus on backward pockets and for all by 20001 A.D. that much more difficult, if also urban areas, use of Managementlnformation not impossible. Systems (MIS) for determination of learning outcomes, accountability and streamlined In order to understand the magnitude of this management structure. Unfortunately the non­ monumental task, just consider this. Assuming availability of funds (about 60% of the total on change in the population rate, there would be requirement was disbursed) dealt a crippling 500 million illiterates in India in the year 2000 blow to the NLM with target slippage by more A.D. and a stunning 54% of the world's illiterate than 70% in 1988-89. This lead to the population in the productive age-group of 15-35 disaggregation of targets and reformulation. will be in India. Even the modest target set up by the VlII Five Year Plan of achieving literacy for 10 1.3 B rief C ritique O f L iteracy crore people in the age-group 15-35 seems remote P ro g ra m m e considering the slippages in achieving interim targets and the measly average allocation of 3.8% The slippages in achieving the targets in NLM of the GDP every year towards this sector. bring home the, by now familiar phenomenon of implementational problems. No doubt NLM This state of affairs, underlines the need for seems fairly well thought-out and impressive on more decisive action and a reappraisal of the paper but to attribute its entire failure to lack of methods used in implementing the ambitious funds is unjustifiable. In fact all literacy literacy programmes. programmes in India suffer from the following drawbacks. The Universalisation of Elementary Education (UEE), education of adult illiterates in the T There is a distinct lack of managerial age<196>groupof 15-35and Vocational Education inputs while formulating and implementing (VE) were the major thrust areas in the Eighth plans.This results in inability to tackle unforeseen Plan. The programmes of Adult Education (AE) impediments due to lack of flexibility and and UEE were complementary in many situations. adequate back-ups. The changed approach, improved methodology of teaching, NGO participation, use of student ▼ The multiplicity of programmes might volunteers and the new technology, for the first offer spin-offs, but these are incidental rather time infused a new vitality into the literacy than planned. Instead, greater co-ordination Iprogramme and imparted momentum to the amongst various agencies can offer greater universal primary education programme. synergies.

The launch of the National Literacy Mission ▼ The financial angle of the entire exercise (NLM) in 1988 with the goal of imparting has been neglected and this again brings forth the functional literacy to 80 million illiterates in the need for managerial skills in budgeting, cost 15 to 35 age-group lent greater sense of direction control and providing for unforeseen events like to the literacy programme. The NLM is perhaps delays and cuts in government spending. the most comprehensive programme of its kind

21 ▼ There is a lack of scientific input in the strategy for changing behaviour which essentially preparation of message as well as delivery of lies at the root of literacy promotion. It combines literacy and in some cases, programmes and the best elements of the traditional approaches to messages work at cross purposes. social change in an integrated planningand action framework and utilises advances in ▼ The diversity of the Indian population communication technology and marketing skills. does make delivery of literacy an uphill task, but nowhere in the literacy programmes can one see Social marketing is a relatively new and explicit recognition of this fact. No wonder then, growing body of knowledge that is attracting that inappropriate media is being used to deliver greater attention from experts the world over for inappropriate messages to inappropriate people its potential in bringing about desired social leading to escalations in cost and ineffectiveness. change. This can be overcome only if planners realise that planning is a bottoms-up approach and their role 2. T he S ocial M arketin g A ppr o a c h T o is to build-in this flexibility into the programme L iteracy without letting the programme lose direction. At the base of social marketing lies a simple ▼ The process of target setting, feedback of question. Can one not market socially relevant progress, or lack of it, as well as formulating ideas like literacy successfully just like any other adequate control measures is being carried out product, say a toilet soap? Undoubtedly with lack of sincerity. Target setting is more differences do exist but so do similarities, and populist rather than realistic and is imposed on excitingly so. the system. Monitoring progress as well as accountability for slippages is absent. Not The analogies in marketing a consumer surprisingly targets are revised formally at the product and a social idea are relevant in this national level but informally at local levels as context. A consumer marketee uses the concepts initial enthusiasm peters out. of the 4 Ps ie., product, price, place and promotion. These concepts as applied to literacy would mean 1.4 S o c ia l M a rketin g - A n A lternative product-literacy, place-the delivery mechanism, promotion-the message and media^, and price-the Before suggesting social marketing as an participant's time and effort in becoming literate. alternative it must be clarified that this approach Just as the consumer marketee uses market doesn't purport to replace the existing research to analyse the consumers, needs and to programmes like the NLM programme but offers segment them before developing an appropriate a more systematic and scientific apprt>ach to marketing mix, a social marketee of literacy achieve the goals envisaged. should gear all his 4 Ps to suit the need of various market segments. In doing so he must recognise Social marketing is not a formula that could the differences in the needs of various target set right all the current drawbacks in the literacy segments and the competition for the targets' programme. What this approach does offer is a attention and time. He must use the paradigm of more systematic, comprehensive and integrated all analytical skills to question the existing way of implementation. Social marketing is a situation, draw an annual plan indicViting his

22 objectives, the process, the monitoring ■ Mass media can feed interpersonal mechanism as well as his organisational set up. channels thus helping change agents and influencers in their work. Social marketing in addition to the 4 P's cited above includes 3 more Ps in deference to their ■ Mass media can confer status on an degree of importance. They are, pcrsonnel-the individual, village, district or nation and is a deliverers of the social idea or literacy, strong motivator for social change. presentation-the visible atmospherics of the situation in which the idea is delivered and the ■ The mass media can enforce new social process-the steps through which adopters go to norms as the deviation from old norms is accept a social idea. publicised imparting an aura of acceptance to it.

Having thus established the background for ■ The mass media can help form tastes as the application of social marketing to literacy people tend to like what they hear and see over a promotion the subsequent sections will deal period of time. specifically with the role of media in an integrated social marketing approach. M Mass media can affect lightly held attitudes but can only indirectly alter strongly 3. T he R ole O f M edia I n L iteracy held attitudes. P r o m o tio n ______

3.1 C lassifying M edia A nd D eveloping Media is undoubtedly the lynchpin around M edia M ix C riteria F or T he which the entire literacy programme rotates. This P rom otion O f L iteracy is especially true of mass media due to its special characteristics and its revolutionary potentialities There exists a multitude of media options to a few of which are listed below. promote literacy. The various alternatives can be usefully classified as follows. ■ Mass media acts as a watchman as it informs widely and effectively enough to move ■ Role - wise classification. people. Media for the purpose of building up the ■ The mass media can widen horizons to environment to facilitate promotion of literacy. understand other people one has never met and For example, organising folk dances or gain insights into oneself and ones society. "tamashas" to promote the concept of literacy.

■ The mass media can focus attention as it largely Media for delivering literacy using it as a tool for shapes the agenda for d iscussion. This characteristic is of teaching the masses either in classrooms or at a jjrimaiy importance in sustaining literacy programmes. convenient time/place.

H The mciss media can raise aspirations both at a ■ Another scheme of classification is in personal and national level reducing fatalism and fear terms of personal media that refers to face to face of change. interaction and communication, be it single or in

23 groups, and impersonal media that refers to all village level) in its advertisement or programmes media wherein face to face contact is absent. whereas folk songs and street plays enjoy the flexibility to include the local flavour in the The above classification is helpful in putting the contents and delivery. various media options available into a perspective and is explained by the various cells in the matrix ■ Effectiveness and impact which is a given below. function of many other variables like emotional

Environment building Delivering literacy

Folk forms of art and dance (Nautanki,, Teaciiers like "Prerak",, student/youtii Taniasha,, Tatia,, Yakshagana,, volunteers,, NGO personal Bhajans,, Puppetry). Cultural caravans,, "Jatras" and visits by eminent people.

TV,, radio and print advertisements,, Instructional TV and radio lioarding,, wall painting,, posters,,etc.. programmes,, textbooks,, flipcharts,, primers,, cassettes,, videos,, etc.

A social marketee should be able to design an stimulation, pointand time of delivery, attention- effective media plan from the above options and gaining ability in the midst of other competing this brings up the question of criteria for stimuli or cl utter of messages, type of the message evaluating media from the view point of literacy. and its ability at sensory stimulation and use of Given below are a series of quantitative and humour. qualitative criteria to rate various forms of media. ■ The prestige and respectability of media. ■ Cost per thousand reached by a mediaThe degree of believability is an outcome of the vehicle. This measure is estimated by the cost of above variables. For example, TV enjoys greater the media divided by the estimated audience. credibility amongst oppressed people who are aware that the source is free from manipulations ■ Access to various types of target audience. by their oppressors. For example, rural women do not participate in public events and therefore personal contact ■ The synchronisation with various stages through women counselors would be a more of adoption of literacy. Depending on thestage at effective alternative. which the prospective adopters currently exist the appropriateness of the media changes. This is ■ Flexibility of the media to relate to various explained in greater detail in a later section of segments. For example, TV is handicapped in this this essay through an adoption model. Co­ respect as it does not include local flavour (at a ordination amongst implementors is a prerequisite to achieve such synchronisation.

24 ■ Ability to overcome physical barriers. The state what one wants to achieve from the proposed sheer distance, non-approachability and promotion/media campaign. The mission remoteness of audiences automatically rules out statement usually starts with the proposition "To" certain types of media; and this is an important emphasising the action orientation. Mission criterion for a country like India, with a vast statements while promoting literacy, can be geographical diversity. formulated in terms of, for example, percentage of target population in various stages of the The above criteria are merely intended to literacy adoption process. provide guidelines to a media manager or social marketeer. Each of these criteria may be further ■ The message to promote literacy should broken down, some to even quantifiable levels have the right mix of rational, sensory, and ego for more objective decision making. satisfaction appeals (as shown below) and should not only relate to the target population 3.2 M a n a g in g P ro m o tio n F or L iteracy but also the stage in the adoption process to which they belong. This is a serious shortcoming This section focuses on the role of promotion in existing literacy programm es both in in the social marketing approach. Med ia is a part promoting literacy and its delivery.. of the 7 M paradigm for managing promotion. These 7 Ms are Mission, Market, Media, Money, ■ The term Market, seeks to emphasise the Merchandise, Measurement and Message, Media role of understanding and researching the target must be viewed in conjunction with the other 6 before launching a campaign and should ideally Ms that deeply influence it and are themselves be the beginning of the promotion process. For influenced by it. example, the social marketeer needs to be aware of the needs of the target and his/her buying ■ The mission statement helps exemplify in behaviour. He must be able to answer why a quantitative and clear terms the objectives of the target should become literate. How does he wish literacy campaign and acts as a benchmark to to become literate, and so on. Market measure achievement. The mission should clearly segmentation along social, demographic and

TYPES OF APPEALS FOR LITERACY CAMPAIGN POTENTIAL TYPE OF REWARD

Reward in Experience Rational, Sensory, Social , Ego Satisfaction By Becoming Literate,

Post-Literacy Classes Knowledge of Happy I can Prestige of For the higher (including functional poverty allevia­ sign check book. being literate- status,, easy acce­ literacy). tion,, rights of I can read & Not ptance by refer­ pe<»ple write. ' Angutachap' ence group -Labour literacy (literates).

While learning at Adult Nobody can cheat Satisfaction In No social Confidence in Education Centre. or short change the act of stigma Equal one's ability to me in my learning.. status amongst business dealings. the participants.

25 cultural variables is a must. This has been preparation of good teaching material or explained in greater detail in the section on the educational programme is complex and difficult adoption model. because it requires a script, based upon research, creative ideas, content and format. This is a tough The merchandise as applied to literacy refers exercise but an essential one. The capability of to the idea that begins the process of converting combining the research findings and the script in illiterates into neo-literates through teaching and a language adaptable to the needs of a significant otheraidsand sustaining it. Existing programmes number of the target audience is difficult and face several drawbacks in this crucial area. For rare to find. instance, in many cases the primers and other materials do not take into account the level of The pedagogical approach should not be one cognitive ability of the target. In many cases the of a monologue wherein the teacher enlightens material itself fail to arrive on time. Such lapses the students. Instead, the pedagogy should be in deal a body blow to the entire exercise.’ the form of a dialogue and personal media surely scores over other alternatives in this respect. The ■ The money refers to the campaign outlay process of audience research is necessary at all and to a large extent determines the success of a levels i.e., national, state and district through the campaign. Proper management of money through degree of complexity as ^Iso the nature of research budgeting and control is important but financing may vary considerably. Before the launch of any below a threshold level can put paid to the most large scale campaign, all the 7 M's must be pre­ well planned campaigns. tested on a pilot basis to make necessary adjustments. ■ Measurement is an important aspect of monitoring the effectiveness of any campaign The steps in a typical audience research and must be built into the system at the beginning exercise for message design is depicted in figure itself. The degree of objectivity in the mission statement determines the measurability. 1. The researcher should keep the following general guidelines for information collection in 4. M edia A nd T he L iteracy A doption mind before launching audience research. P rocess ■ Observe and listen to a carefully selected The role of media through the various stages sample, representative of the intended audience in the literacy adoption process constitutes for literacy. the underpinnings of the social marketing effort. Before this, one must understand the ■ Beware of bias in who you listen to. This target market along numerous bias can be avoided by sampling techniques but qualitativ and quantitative parameters. non-sampling errors, for example in the type of questions, wording, etc should be minimised. 4.1 R esea r ch in g T he T arg et A udience ■ Always use a combination of information collection methods to gain deeper insights. Researching the target audience give crucial inputs in formulating the 7 M's listed above. The ■ Be practical and recognise constraints in

26 budgets and time. Weigh the utility of such The age of the audience determines its research against the costs. cognitive capabilities and contextual understanding. Thus, for promoting literacy we 4.2 The Adoption Process can segment the target group into, 6-14 years of age-Primary, 15-35 years-Adult Education-I and The erftire adoption process as also the 35 and above-Adult Education-II. The content, environmental and other variables affecting it message and therefore the media will vary have been depicted in the form of a comprehensive according to the age. Sex is an important variable, model (see figure 2). especially in a backward society which suppresses females in all aspects of life. This factor could act A typical target consumer for literacy usually as a strong barrier to normal media channels and moves through the stages of awareness, this requires special care and effort considering knowledge, persuasion, decision and the importance of the role of women in other confirmation to finally change into a literate. The developmental initiatives like health, nutrition explicit recognition of these stages is important and family planning. for the systematic promotion of literacy, using med ia. Delineating each of these stages distinctly Income is a widely used variable due to the is impossible but an overall idea of the stage to ease of measurability. Even the conventional which the audience belongs to, has a multiplier benchmark of the poverty line is a strong effect on the media effectiveness. segmenting variable. For example, segments below the poverty line might not have access to Amongst the variables that affect the stage to certain media or might have limited access and which an audience belongs to, are demographic, that too for a fixed time period. This could be due social and cultural factors. Applying this at an to a clash of literacy with priorities of survival. individual level could be counter productive but many of these factors might equally affect Occupation as a variable strongly impacts the audiences and these must be segregated to functionality of literacy to the target as also his determine the stage to which a significantsection access to media channels and cognitive abilities. of the audience belongs. Again, the exercise could It might be relatively easy to convince and move be carried out at various levels right from the an employed person through the adoption process national level to the local one and this is dependent as against an unemployed one. on the type of media-mass or personal, the message and the objective or mission. b. Social and cultural variables a. Demographic Variables These have a powerful role to play in an essentially feudalistic society with very strong The urban/rural divide sharply affects media cultural and social norms. habits. For example, the reach of each type of Caste, albeit a controversial variable, needs media will vary between urban/rural audiences. to be explicitly recognised, as many classes in The urban target is more likely to be exposed to India have been oppressed under this system for TV, radio and tape- recorders than his rural centuries. For members of these sections to move counterpart. through the adoption process can be very difficult

27 despite the presence of individual initiative. 3.3 T he M edia A nd V arious S ta g es O f A doption P rocess Religion is again a controversial variable but it does have a role in determining the speed of The adoption model indicated earlier, adoption. The customs and traditions of each incorporates the role of two types of media- religion can exert both positive and negative personal and impersonal, at various stages. Also influence on literacy adoption. included are indicative percentages of the media mix interms of budget, that would obtain Status in the feudal hierarchy is an important maximum results. These percentages have been influence on the adoption process. The villages in arrived at on the basis of appropriateness of India are commonly characterised by a feudalistic various media vehicles in terms of criteria structure with its attendant power struggles and specified earlier in this essay. conflicts. These have a powerful role to play at a localised level and could influence access and The theme and objective of the media adaptability to various media as also the adoption campaign should match the stages in the adoption process. Family as a variable in an essentially process. It must be clarified that the objectives patriarchial and male dominated society provides underlying the media campaign are merely a clue as to the major decision makers and indicative and based on general principles of influencers in the adoption process. The elders in consumer behaviour. Minor variations are always the family still exert control but this is usually on a possibility. The stage-wise campaign objectives the wane once their economic utility to the family have been enumerated below. begins to reduce. a. Awareness level stage Reference groups play a decisive role as a typical village community tends to be a closed At this stage it is important to create the right one wherein world of mouth approval is of atmosphere for the launch of a campaign. The paramount importance to avoid ostracisation. suggested mix at this stage is 80% impersonal Therefore, pressure from institutions like media and 20% personal media. The objective of panchayats could exert positive or negative the mass media should be to inform and thereby influence on the adoption process. raise the awareness level whereas the personal media should aim to clear initial anxieties. Social beliefs, attitudes and values have their place in any society. More so in a developing b. Knowledge stage country like India. Many of these attitudes and beliefs are very closely held. For example, This stage in the adoption process is attitudes like 'The place of women is in her home', chracterised by a certain degree of interest 'It is a shame to think of education at an old age' amongst the audience in literacy and in some and 'It is our lot to be oppressed' act as severe cases an active search for more information on it. obstacles in the adoption process and is the usual An equal division of the two media alternatives cause for the derailment of many a literacy would be optimal at this stage. While personal programme. media should strive to sustain the awareness and build knowledge about literacy (supplementing

28 prior knowledge through mass media), it should decision. Here impersonal media should again at the same time establish linkages with the mass perform a supportive function. medias' message in the minds of the audience. Impersonal media should ideally play the role of e. Confirmation stage correcting false impressions about literacy, describing when, where and how to obtain literacy At this stage the prospect is convinced of the and reduce possible apprehensions of failure. need to be a literate and has decided to become a literate. The task of media does not end here. The c. Persuasion stage mix must again be split equally between personal and impersonal media. The formershould help in This is the most important stage before a maintaining audience interest in his decision and decision is taken and the personal media should should motivate neo-literates to go in for post­ focus on winning the confidence of opinion leaders literacy educational activities, like the use of and decision makers and should succeed in library facilities in Jana Vigyan Kendras (JVKs). generating favourable word-of-mouth. Personal The* impersonal channel should reinforce the media would also be effective in demonstrating targets, decision in adopting literacy as the right the positive results of literacy and comparing one and strive to retain literacy at the top-of- with the earlier states. In short the objective mind level among the neo-literate^ to ensure should be to dismantle all barriers that prevent attendance at literary meetings and JVKs. decision making. Ideally impersonal media must share only 30% of the mix at this stage and should 3.4 R o le O f M e d ia In The Delivery O f support and complement the personal media. L ite r a c y Use of posters, audio-visual aids and paintings serve to enhance the visibility of literacy paving While the preceding paragraphs dealt with the way for the subsequent stages. the role of media in environment building, this section shall deal exclusively with the equally d. Decision stage important role of delivering literacy.

At this stage the prospective customer of Once the target decides in favour of literacy literacy needs assistance in taking a decision. the prospect must be able to avail of this with the Personal media again dominates the mix with a minimum- most effort from his side. This is akin 70% share. The objective should be to tangibilise to minimising the price and maximising the the benefits of literacy. The efforts and sacrifices availability of a product. The psychological costs, required from the participants' side to become the physical and mental effort of the participant literates should be clarified at this stage to avoid and the opportunity costof the participant's time, future drop outs. all constitute the 'price' of literacy to be paid by the consumer. The media campaign should not hustle the The delivery structure primarily consists of Adult aud ience into a decision and allow the decision to Ed ucation Centres and Non-Formal Education Centres. be an internalised one. Thus, beyond a stage, An (optimum level of one centre for every thirty media should restrict itself to clarify the options participants should be achieved. These centres form the before the target and allow him or her to take a backbone of the delivery system and hence the group

29 dynamics and communication at these centres assume a problem of lack of planning and co-ordination as it is great significance. For example, personal interaction of finances. between teacher/volunteersand adults orchildrenhelp Perfect co7ordination between hardware and clarify doubts and reduce drop-outs. In this context, software can never be under-emphasised. The setting mass communication can play a supplementary, yet up of physical infrastructure like buildings and studios, powerful role if the programming and delivery is production, operation and maintenance of equipment contextual and effective. Since oral language is converted and reception centres with the requisite equipment into symbolic language in the classroom through the should be in harmony with software concerns like process of reading and writing, the language should manpower development, conceptualisation of preferably be the spoken tongue or d ialect of that region. messages, their creative design and format. The One major pitfall is the lack of adequate number of authorities concerned with both hardware and motivated and capable teachers and volunteers in software aspects of literacy activity should be the delivering literacy. While on one hand the massive same or at least should be in constant touch with each training of teachers along the lines of the Satellite other and only then can the delivery and effectiveness Instructional T.V. Experiment (SITE), started in 1975, of the literacy programme be reasonably ensured. must continue, there is an urgent need to augment this by attracting more manpower through a combination of 5. C onclusion incentives, and considering the current need, even compulsion. For example, the idea of students being When confronted with a task as daunting and made to compulsorily contribute to the literacy effort complex as ensuring near total literacy in Ind la, a sense before being given their degrees should be pursued with of futility and despondency creeping in is inevitable. greater vigour. But on the brighter side our progress has been substantial as compared to the pre-independence The software, and hardware for literacy delivery period. The need of the hour is to learn from our past needs greater attention. While the former deals with the experience and build upon our modest achievements. content, style of delivery and the design, the latter Once the critical threshold level is reached the literacy focuses on the instruments of delivery. In the case of movement could well become a self-sustaining one. software, care should be takentoensure total compatibility media as this causes confusion amongst the audience. While the multiplier effect provided by media and related technology can never be overstated, its true The hardware aspect needs further emphasis as potential can only be realised when the approach is usually this supply tends to be neglected. Many a time scientific, integrated and systematic. And therein lies there isn't adequate supply of TVs, radios, and teaching the opportunity and challenge for the planners and aids and the maintenance and working condition of social engineers in India to finally wipe out the curse existing ones need much to be desired. This is as much of illiteracy from the face of this country. ♦

This essay by Dr. (Ms.) S. Subramaniam/roHi Anaiid, Gujarat, has been chosen for the Third Prize.

30 L itera cy F or T h e O ppressed

M a n m a t h a K u n d u

I ntroduction 1.1 'O ppressed'

Numerous terms su as "deprived" "psyo- pread of literacy among the oppressed socially deprived" "culturally deprived" "socially will go a long way to reduce oppression of the disadvantaged" "disadvantaged" (Uzgiris, -8), oppressed. Right kind of literacy for the op­ "culturally different and "socio-economically pressed will not only empower the oppressed to deprived" are used by educationists, psyologists, fight against the jr oppression, it will also weaken sociologists and ethno-psyologists, to define the the oppressor because the very fact that the term 'oppressed'. The term 'oppressed' has fur­ oppressed have attained literacy will work as an ther been gener-sed to include all those who have antidote to oppression. As a great majority of been exploited and prevented from fulfilling the the illiterate people in India belong to the op­ human potential. But whatever be the expanded pressed group, there is a great need to develop concept the terms point to oppressions of various special literacy programmes for the oppressed. kinds su as social, economical, physical, There is a need to define the terms 'literacy' and psyological and cultural, of the poor, under­ 'oppressed', make a survey of the attitude of the privileged and ethnic minorities by the dominant dominant groups towards the oppressed over groups. In the Indian context the 'oppressed', years and then arrive at a well-planned literacy therefore, includes th4e socio-economically back­ programme for the oppressed spelling out ward weaker sections su as the poor, the Seduled in great details the objectives, materials, Castes and Seduled Tribes and tOhe women. methods and the management of the programme. 1.2 L iteracy

l .I D efining T he T erms-'O ppressed' A nd The term 'literacy' though often refers to

'L iteracy' becoming literate in the basic skill of a language su as learning to listen and comprehened, speak, At the outset there is a need to define the read and write in the language, has wider conno­ terms 'Oppressed' and 'Literacy'. tations. Properly understood the term 'literacy' means liberation, empowerment and the devel­ opment of general awareness-the awareness of one's latent potentials and how to make the best

31 use of them. These broader connotations are, at assimilation, popularly known as 'melting-pot' times, more important than its narrow defini­ approa. This approa was more true of the domi­ tion-learning of the basic skills of a language. But nant groups' attitude to the ethnic minorities unfortunately there is often a tendency to narrow who constituted the majority of the oppressed down the scope of literacy still further to only group. The oppressed, it was expected, were to acquiring the skill to write one's own name. get completely assimilated into the mainstream dominant culture forgetting their own culture

2. A ttitude T owards T he O ppressed and heritage. Literacy for the oppressed at this stage became a means for su 'melting'. Destruc­ During t4he last four decades there have been tion of the culture of the oppressed who were great anges in the relationship between the domi­ mostly ethnic minorities was accepted as a neces­ nant groups who are often the oppressors and the sary preparation for this melting. In America, for minority groups who primarily constitute the instance, the American Indian ildren were taken oppressed in a society and these anges have their out of their homes and were put in hostels to repercussions on the literacy programmes for the avoid exposure to the traditional ways of their Ooppressed. people. Similar tendencies existed in other coun­ tries too. The Maories, the natives of New

2.1 T ypes of the O ppressors' P olicy T owards Zealand, were forced to learn English language

T he O ppressed and culture at the cost of their own language and culture. Maori ildren were punished forspeaking Historically there are mainly three distinct their language in sools. Attempts were also made phases in the oppressors' policy towards the in Britain and in other countries of the world to oppressed whi mark 3 stages of development in assimilate the immigrants into the dominant cul­ their relations. They are : ture. Although no su deliberate attempts were made in India, the Indian policy towards the 2.1.1 Isolation ethnic minorities and the oppressed class is one of assimilation. But properly understood, this The early stage of their relationship is marked attitude of assimilation is a contradiction in terms by a kind of segregation. The oppressed were not as real assimilation of the oppressed to the domi­ allowed to live nearby their oppressors, the domi­ nant group was objected to by the members of the nant groups. For examples, there were separate dominant group. markets, sools or even buses for the Blacks in the USA, and some ethnic minorities in India termed 2.1.3 Integration as 'untouables' by the oppressors lived in the outskirts of a village and were not allowed to use In the last three decades there have been public wells, tanks or places of worship. During swift anges in the dominant-minority group rela­ this period of isolation, the dominant mode of tions with a shift of emphasis from assimilation oppression was physical. to integration of the oppressed into the national mainstream cultures. Su integration, aptly rep­ 2.1.2 Assimilation resented by the American metaphor of 'salad- bowl', aims at keeping the language, culture and The next stage in the oppressor-oppressed heritage of the oppressed intact. The earlier group relations was marked by an emphasis on

32 tendency of assimilation has been given up and improvement in the status of the oppressed all deliberate attempts have been made to revive, over the world. Some of them are briefly de­ protect and maintain minority languages and scribed below : cultures. Attempts are being made at present to adapt the system of education to their culture; 2.2.1 S ocio-P olitical D evelopments and ethnic minority learners are taught through their languages. In the last fifty years socio-political develop­ ments su as de-colonization of previously colo­ Historically too, these are the three stages in nized countries, emergence of the Third World, the development of dominant-minority group evolution of the concepts of the Welfare State and relations. But this does not mean that one stage cultural democracy, have affected the status of came to an end giving way to another. At any the oppressed groups in a positive way. The particular point of time all these three kinds of improvement of the socio-economic status of some tendencies are found to be in operation in some Asian countries like ina and Japan has raised the countries; and depending on the official policies status of the inese and Japanese minorities in and the larger socio-cultural and religious forces America and Britain. Many countries, as part of at work, some countries are at different stages of their welfare measure, have formally recognized development in their dominant-oppressed group their oppressed groups as legally constituted relations. In other countries like India the official entities with official standing in society and have policy is one of integration but in practice it is one allocated economic and political rewards on the of assimilation. basis of numerical strength.

Thus, in broad terms, the development of 2.2.2 P ositive A ttitude T o T he O ppressed dominant-oppressed group relations has followed C ulture the following pattern : Anthropologists, sociologists, socio-linguists (i) The eslishment of dominance. and persons with first-hand experience of the life (it) The maintenance of dominance. and culture of the oppressed have stressed the (iii)T h e decline of dominance positive aspects of oppressed culture. In his mu- praised work "The Myth of the Negro Past" the pattern coincides with the three stages of Herskovits pointed out with evidence from his development (isolation, assimilation and inte­ field experience at Dahomey that the Southern gration) mentioned earlier. The third phase is Slaves of America has proud, ancient kingdoms not to be considered as a complete decline of with highly developed art, culture and institu­ dominance whi, however, still exists in more tions. Mu later, Labov criticised the concept of subtle forms. verbal deprivation among the Negro ildren, and found their culture 'highly verbal' instead. Furer- 2.2 R easons B ehind T he P ositive A ttitude T o Haimendorf praised the tribals of India for their T he O ppressed many outstanding virtues-their social structure was free of exploitation; they were largely free Many events and forces, often one reinforc­ from debts; they treated both sexes with equ-ty; ing the other, have contributed to the marked and, they were known for remarkable tolerance.

33 Elwin praised them for their moral virtues, cour­ and greater flexibility of thought. This; finding age and eerfulness. Davis found positive cul­ has been further confirmed by numerous care­ tural features in the migrant experience su as fully conducted researes around the world. Ben- their non-material preferences, reverence for God Zeev suggests that bi-lingu-sm involves an in­ and love for poetry. Reissman, discovered in the tense degree of cognitive conflict whi facilitates culture of the disadvantaged, qu-ties like coop­ language learning, it has further been proved eration, mutual aid, equ-tarianism, inform-ty, that early bi-lingu-sm increase the facility for freedom from self-blame and parental over pro­ acquiring new languages later in life. Some stud­ tection, and a warm sense of humour. All these ies support these views. All su positive findings observations have revised the attitudes of the about bi-linguals make many believe that any one dominant groups to the oppressed culture. who speaks more than one language and partici­ pates in more than one culture is a privileged

2.2.3 P ositive A ttitude T o B i-linguals A nd M ulti- person. It is also believed that su a person is LINGUALS liberated from the intellectual provinci-sm of a single culture and 0ught to be more tolerant of Most of the members of the oppressed group people from other cultures. are bi-linguals and multi-linguals, owing to vari­ ous social needs and pressures; and a revived 2.2.4 E thnic R evitalisation M ovements and positive attitude to bi-linguals and multi- linguals has, consequently, enhanced the status During the last two decades ethnic revit- of the oppressed. The early writers on bi-iingu- zation movements-adeUberate, organized, con­ sm used to link bi-Iingu-sm with lowered intelli­ scious efforts to 'revit-2e' native cultures-have gence. Weinreit presents numerous examples of taken place among the ethnic minority and the the apprehensions that were popularly enter­ oppressed groups. A massive 're-trib-zation' is tained regarding the dangers of bi-lingu-sm-that running counter to all the glob-zing effects of it could lead to stuttering and left-handedness; modern tenology and communication 'contra­ that bilinguals arei likely to suffer from 'concep­ dicting mu of modern social theory'. Through tual poverty' etc. In other words, bi-lingu-sm organizations and associations ethnic minorities was considered a 'disadvantage', 'a handicap' all over the world are demanding the recognition and 'a problem'. But in comparing bi-linguals of their national origins, life-styles, languages with mono-linguals, early writers have failed to and cultures whi is quite different from an ear­ control other factors su as socio-economic back­ lier 'de-trib-zing' tendency among them to iden­ grounds and educational opportunities. Lam­ tify themselves with the dominant prestige-lan- bert and Peak conducted on investigation on the guages and cultures. The Negroes in America, effects on bilingu-sm in the Canadian setting. for' instance, take pride in their racial identity They expected to find the bi-linguals deficient in and like to call themselves Black or Afro-Ameri­ intelligence. But to their surprise, Fren-English can rather than Negro or 'colored'. They are bi-lingual ildren scored significantly higher than often critical of those Negroes who dream of carefully mated mono-linguals on both verbal "waking up white....", and take pride in the slo­ and non-verbal measures of intelligence. Fur­ gan, "Black is beautiful". Similar movements are ther, the test results suggested that bi-linguals also found among the tribals of India. This is had a more diversified structure of intelligence evident from su organizations as the Adibasi

34 Mahasabha, All India Santal Council and from 3.1 T he N ative E ndowment T heory their demand for a separate Jharkhand State for the tribais in India. The earliest view was that the ethnic minority and the oppressed learners were genetically infe­ Althougti su movements began as 'desperate rior; and as su their poor academic aievement attempts to deny the re-ty of assimilation',, as was attributed to native endowments. The old 'psyological compensation' through teniques of view was later revived and supported by Jensen. ethnic allegiance, they have been successful in Jensen's studies relate to the Black and White enhancing the ethnic minorities and the oppressed learner's differences in sool performance. Black groups' self-concept and their attitudes to their learners, according to him, do not perform as own people, language, nation-ty and culture. well as White learners in sool because they have inferior genetic endowments for certain kinds of

2.2.5 D evelopments I n S ome R i levant intellectual skills.

Foundation D iscipline

3.2 T h e D eficitO r C ulturalD eprivation T heory Developments in some ancillary areas and disciplines su as in anthropology, sociology, psy- Later, the poor literacy of the oppressed was ology, socio-linguistics have also affected the attributed to their environment-the home, and status and the education of the oppressed. The the social and ethnic structure to whi they be­ concept of cultural relativity in anthropology long. Psyologists proved by their experiments states that no culture is inferior or superior : ea that the so called 'native endowments' were should be viev^ed as a complete system having an learned behaviour. Piaget considered intelli­ integrity of its own. Similarly the concept of gence a function of the general mental adapility linguistic relativity in linguistics states that no of the organism to the environment. According language is superior or inferior. Ea language is to Miller the poor and ethnic minority ildren an effective system of communication for its own lacked adequate to perceptual constancy and dis­ speakers. These concepts and developments crimination owing to infrequent exposure to very have positively affected the status of the op­ stimulating environmental conditions. pressed.

3.3 T he I nstitutional D eficit T heory

3. T heories Explaining T he P oor L iteracy A mong T he O ppressed Developments in important foundation dis­ ciplines, positive attitude to the oppressed group Depending on the anges and development cultures, anges in the socio-economic status of stated in the previous section, mainly three theo­ the oppressed and failures o ( some literacy ries have been put forth to explain the poor programme based on the cultural deprivation literacy among the oppressed. Earlier their poor theory, shifted the reasons for poor literacy of the literacy was ascribed to their innate qu-ties, and oppressed from their environment to the exist­ laterto theirenvironmentand currently the blame ing system of education. The sool was thought of is on the formal and the non-formal education as a cultural invention whi serves primarily to system. prepare middle-class ildren to participate in their own cultural system. The text-books were found

LIBHARY 5 L-; U. : i i..r Natio.iil I li.Tituie oi btJ'jcac;or.d( Pbnni.j^ «nd Administration. 35 17-H, Srj A urobindo Marfi,

' ...... to be biased in favour of the advantaged group. further narrowed to only learning how to write The texts were also based on the advantaged one's own name. This fails to empower the dominant culture. All these developments put illiterate as it doesn't help them develop the the blame squarely on the institution rather than awareness of their positive strength and the on the culture or the environment of the op­ strength of their environment. pressed. 4.3 D ominant C ulture B ias 4. What is Wrong With The Present

Approach to the Literacy O f The The literacy programmes in India are biased Oppressed In - India. in favour of the dominant culture because the persons involved in the planning and execution No literacy is often better than wrong lit­ of these programmes are from the dominant eracy. The literacy programmes in India, because group. For instance, the content of the reading, of the large number of persons involved, most of audio or video materials prepared for the literacy whom belong to the oppressed group, should be of the oppressed are found to be biiased in favour very effectively planned and executed keeping in of urban elites. What is good and useful for the view all the trends and developments around the urban elites is also throught to be equally good world stated in previous sections. But ilnfortu- and useful for the rural poor. About a year back nately our literacy programme fail to produce a voluntary agency from Delhi was found to use desired results and mu of the money and energy a video cassette on the advantages of breast­ we spend on su programmes go waste because of feeding to tea the same to the poor tribals of the following reasons : Kalahandi in Orissa. The persons involved were blissfully unaware of the urban elite bias in the 4.1 L ack O f Aw areness O f Trends And video lessons until one of the tribal innocently Developments In The Field Of Literacy For asked, 'Is there any other way of feeding a baby?'

T he O ppressed A round T he -W orld.

4.4 R e- inforcement O f N egative S tereotypes In India, we are not aware of the develop­ ments that have taken place in the field of lit­ The literacy programmes for the oppressed in eracy for the oppressed around the world. For India, instead of doing away with the existing instance, we are not aware of the improvement in negative stereotypes of the oppressed, are found the status of the oppressed during the last three to eslish and propagate these stereotypes. The or four decades and of the factors whi are behind National Literacy Mission (NLM), for instance, this improvement. Our literacy programmes are instead of helping learners question negative notspecially geared to the needs of the oppressed social practices is found to re-inforce and propa­ who constitute about 90 of the illiterates in India. gate them through its primers. The primers produced by the Jamia Milia Islamia and pub­ 4.2 N arrow D efinition O f Literacy lished by the State Resource Centre, reinforce the negative stereotypes of women as sub-servient to We in India tend to take a narrow view of men and eslish their traditional role as house­ literacy. It is often confined to only acquiring the wives and nurturers. Similarly literacy primers basic skills of language. At times its scope is still for the tribal adult learners instead of developing

36 in them love for their people and culture help ing basic language skills among the oppressed. reinforce the non-tribal negative stereotypes of Along with developing basic language skills the them. programmes should develop the general aware­ ness of the oppressed. One of the important 4.5 Lack Of Coordination Among Literacy objectives should be to help them discover the

A gencies positive aspects of their culture. This should be reflected in the materials and methods to be used Lack of Coordination among agencies en­ for them. The oppressed need to be taught, as a gaged in the literacy mission in India results in part of their literacy, the art of making advan­ duplication of work and large scale was'tage. tages out of their disadvantaged status. Poverty India is a vast country and the number of persons (as most of the oppressed are poor), for example, to be literate is ajso equally great. A great num­ is crippling. But it also endows its members with ber of agencies are therefore engaged in the lit­ some very positive cultural traits-resilience and eracy programmes in the country. Lack of Coor­ buoyancy, for example. The poor and the op­ dination among them results in repetition, dupli­ pressed, trying to grapple with the problems of cation and wastage, and at times, confusion. how to manage with limited resources, develop some very important survival skills. The literacy

5. T he K ind O f L iteracy W e N eed F or T he for the oppressed should make the oppressed

O ppressed aware of these very positive aspects of their disadvantaged culture and Yea them how to A review of the literatures on the oppressed make good use of them. A major objective of and their literacy around the world and a self- their literacy should be to empower them and to evaluation of what we have been doing for the make them independent and autonomous. They literacy of the oppressed in India will help us should be taught how to learn on their own. The remedy our wrong approa and build on our literacy for them, in its objectives, should be strengths. In the lightof the developments around likened to the initial movement given to a snow­ the world in the field of literacy for the oppressed ball. The knowledge should snow-ball on its own and in related areas and foundation disciplines, as it moves on and on. Unfortunately the present there is a need to evaluate our existing approa, tendency is to make them dependent instead. policies and programmes for the literacy of the oppressed and to specially tailor our literacy 5.2. Materials programmes for them. There is also a need to ftpell out in great details the kind of objectives, Material preparation is one very important, materials, methods and management we need for difficult and allenging area in literacy for the su programmes. oppressed. All the three kinds of materials-print, audio and video-need to be prepared. One form 5.1 O bjectives of the material should support the other and all the three kinds should form a package. There is To begin with, there is a need to define the a need to decide in whi order and combination objectives of the literacy programmes for the these materials are to be used. It may be, depend­ oppressed in clear-cut and specific terms. In no ing on the targetgroup, good to begin with audio case the objectives be confined to only develop­ and video materials and then move to print. At

37 times combining one with the other may also be propagate the existing negative stereotypes of very effective. The theme, language, style and tribals that they are quite satisfied with what the format of materials need to be carefully osen. they have and do not want to improve their lot. The theme should be close to the experience and They should rather be told how some cultures the environment of the target group and should foster mental health and some cause mental be free from, as far as practicable, cultural biases. diseases, and how the tribals involvement with While preparing these materials the principles of pleasure activities accounts for the absence of pleasure and profit need to be kept in mind. If the psyosis and neurosis among tribals. target group, for example, belongs to a particular profession or trade, some themes relating to their 5.3 M ethods profession can profily be used to prepare lessons. The language and the style of the materials should The method" of teaing also need to be adapted also suit the target group. It is good to use the to the culture of the oppressed target group. language or dialect of the target group. If the Culture has great influence on learning. People, target group belongs to an oral culture like some therefore, learn to learn differently in different of the tribals of India, for example, the materials cultures. Some cultures, for instance, place less can be made interesting by increasing the degree emphasis on speed and more on learning cor­ of or-ty in the written texts. The existing tribal rectly. In some cultures people learn by memory oral literatures su as oral narratives, folk-tales, and rote and in some others by logic. Some proverbs, riddles etc. can be analysed and, based cultures emphasize self-learning while others on this analysis, reading materials can be pre­ stress outside help. People from oral cultures are pared for tribal learners using some of the oral found to learn by memorisation and, therefore, features of their oral literatures i.e., mnemonic emphasize rote learning. Thus methods of teaing patterns, fixed, formulaic styling, rhythmic bal­ need to be selected on the basis of the culture of anced styles using repetition, alliterations ad the oppressed target group. If the oppressed assonances, coordinative rather than subordina- learners are from a group-oriented culture group- tive sentence structure, use of situational rather work will be more effective than individual as­ than abstract themes etc. Again, the nature and signments. As tribal learners, because of their the culture of the target group will decide the oral culture, tend to think, learn and remember order and combination of the three kinds of ma- differently, methods of teaing suile for learners terials-print, audio and video-described earlier. of written cultures may not be effective for tribal As the oppressed groups are found to have nega­ learners. Methods of teaing su as recitation, loud tive attitude to themselves and to their culture, reading, memorisation, cooperative and situ­ attempts should be made to positively affect the ational learning, peer learning whi suit their oral self-concept of the oppressed and the love for culture are likely to be more effective. There is their culture needs to be developed through care­ therefore, need for resear to identify some of the ful selection and treatmentof the materials. Thus, indigenous tribal methods of teaing/learning only stating the facts about their culture will not existing in tribal oral cultures and to develop serve the purpose. Stating only the facts, for them for use in the formal classrooms to tea tribal example, that tribals enjoy themselves through learners. Tribal ildren, for example, learn adult songs and dance will not make their attitude ways of life through riddles,, ain tales and riddles- positive to their culture. Instead it will eslish and stories. The oppressed group are generally not

38 mu exposed to media. In order to use audio and dinate their activities to avoid duplication and video materials with them there is a need to wastage. Particularly, there is a need to develop develop methods to acquaint them first with the cooperation and understanding between the gov­ media conventions su as close-ups, flashback, ernment and voluntary organisation involved in montage effect, switing up from one place and the literacy of the oppressed. Existence of mu­ time to another, etc. Take the example of close- tual distrust and ill-feeling between these two up for instance. It is an advantage with television groups of agencies currently does more harm and slide shows to show every expression on the than good. The recent decision of the Central face, every tiny hesitation through close-ups. Government to give more freedom and facilities But use of them in programmes for tribals or to the voluntary agencies and to bring these two rural people who lack this experience may result groups of agencies closer will be of great help in in the total failure of the instructional objective. this regard. Besides, the oppressed themselves Thus R.K. Narayan stated only a fact when he should be involved in the management of these made a pleasant remark (through one of his programme so mu so, that in a phased manner, aracter-an uneducated villager): 'Su huge mos­ the management should go.to their hands in the quitoes! No wonder the people get malaria in long run. those countries. Our own mosquitoes are so tiny, they are harmless", when a huge close-up of a C onclusion mosquito was shown as the cause of malaria. This depressed the man who was delivering a Thus, in order to revize the current literacy lecture on malaria through slide shows so mu programmes for the oppressed, there is a need to that he remained silent for ten minutes. evaluate them keeping in view the culture and the need of the target oppressed group. The 5.4 M an ag em en t objectives, materials and methods are to be adapted to their culture, experience and environ­ In a big country like India where the number ment and they should be invited and trained to of persons to be literate is very great, manage­ manage the literacy programmes for them. There ment of literacy programmes create problems. is also a need to carry on researes in the subject As a great number of agencies of different kind and in some ancillary areas. 4 and nature are involved, there is a need to coor­

This essai/ hy Dr. (Ms) Manniatha Kurtdu from Bhubeswar has been osen for the Consolation Prize.

39 R o le Of M ed ia In th e P ro m o tio n O f L i t e r a c y

D eepa U . M ehta

rich Fromm has truely said, "Just as tion and public service messages. Media can be modern mass production requires the the catalyst in promotion of better quality of life standardisation of commodities, so the social of the people, for whom it is intended. Media has process requires standardisation of mass and also been characterised as 'hot' and 'cool'. This this standardisation is called EQUALITY". For a signifies the intensity with which it can attract large country like India, this equality can be people and promote them towards action for a achieved through literacy, which requires a tre­ specific cause like social upliftment or literacy. mendous change in the thought process of each This is the base which helps us to believe that individual in the society. Thought and action start media has an effective contributory role in the from a single source - Feeling. Thus, each step promotion of literacy. Let us further analyse the towards change demands that social conscious­ WHY and HOW angles of this aspect. ness is stirred up and that public opinion be created. Mass media are agents of social change. At the brink of the 21st century and knowing They are capable of accomplishing the transition the developmental phase in which India is, it is to new customs and practices along with changes necessary to view literacy beyond the three 'R's', in behaviour, attitudes, beliefs, skills and social that which is imparted in the villagesquare ONLY norms. They AIM at voluntary development in in night classes and ONLY through the black­ which many people will participate and the bet­ board. A time has come when we need to visualise ter informed will assist the less. They prefer the theory of the 'Operation Blackboard' much persuasion and the provision of opportunity in beyond the face-to-face or small-group commu­ place of force. Let us remember Samuel Johnson nication.. With the advent of the era of informa­ when he said, "Where there is no hope, there can tion technology, the sounds made by teachers, be no endeavour". Thus, for a nationwide cam­ students and voluntary/extension workers are paign like promotion of literacy among the iHlt- no longer isolated words. erate millions, media can shoulder a major re­ sponsibility of being both - a local guide and a As we know, media have been classified as universal teacher. both the traditional and modern forms. The traditional form, commonly known as the folk McLuhan, the famous communication expert, media, includes various regional folk songs, and defines media itself - both as the 'message' and folk theatre. The modern media forms include all 'the massage'. This signifies that media can be an the print, audio and audio-visual communica­ effective motivatorand disseminator of informa­ tion media, more commonly known as the elec­

40 tronic media. not have fixed boundaries. Again, communica­ tion is DYNAMIC, CIRCULAR (it influences and There has been a tremendous expansion in is influenced), UNREPEATABLE (never exactly the communication infrastructure in the country. the same, is always novel) and IRREVERSIBLE The printed text with words and pictures com­ (cannot be undone or negated). Hence, media for municate the message through the sense of SIGHT educational and developmental purposes, in­ only. Radio, on the other hand, is one of the mass creasingly calls for programmes with more real­ media which communicate messages through the istic iii>i>rotich better designed for actual needs, and sense of SOUNDonly. But films, television, video more ai>fn ofiriate to the interests and psychology of and the traditional folk media combine both the the target audience. Programmes should not be VISUAL and AUDITORY characteristics. Thus, produced in isolation from broader social reali­ with communication technology resounding in ties. Message factors such as confidence, cred­ the environment, information and education are ibility and persuasive conclusion should always not the monopoly of those who can read, write oi* be in the forefront, especially when convuncing have the means to attend institutions at specified people towards becoming literate by spending places during specified time. The electronic me­ some extra time after their day-to-day activities. dia, with its potential to reach the farthest corner of the country, can play a significant role in the Let us now analyse the specific contributions field of literacy. It has been successful in bring­ of both the modern and traditional media forms. ing the outside world to the home. It expands the The PRINT MEDIA has a seemingly smaU yet horizon of experience of the individual, which significant role in promoting literacy. Its major may not be possible otherwise. contribution lies in attractively publicising the literacy mission. The newspaper agencies can Media can bring what is distant, near and also help the government by printing the neces­ making what is strange, understandable. It can sary literacy kit. The vernacular press can be of help to bridge the transition between illiterate utmost help here, by publishing materials based and literate society. The media can focus atten­ on regional language, culture, taste, needs and tion, because it has the privile^^c o f CHOICE - problems of the people. choosing what to write, whom to write about, whom to quote, whom to focus camera on, what With reference to promotion of literacy, TELE­ types of programmes to produce and what events VISION can prove to be extremely useful. It has to record. Media can focus attention on certain adistinctadvantageoverother mass media. While topics of daily relevance like, calculation of daily it provides words with pictures and sound ef­ wages, health, recreation, new occupations, fects as movies do, it has a greater impact as a modernisation in existing occupations, or chang­ result of its immediacy, its high intimacy and its ing farming practices. Media can, thus, play a ability to reach a large numberof people simulta­ large part in the compaign of literacy or educat­ neously. It has potential to integrate several com­ ing the individual for personal gains. munication forms using oral and visual media, thus increasing its impact. Communication through the media is trans­ actional, each element influences every other el­ The television in India primarily focuses on ement. However, communication transactions do community education, social change and rural

41 development. This electronic medium can make the maximum headway in increasing literacy. However, in a thickly populated developing This is possible due to the community viewing country like India, where literacy for all is basic facilities promoted through the numerous low- to development, there is a need for in itiatin g power transmitters installed in different parts of community actualization. This is the process by the country. which the community identifies its own prob­ lems, their causes and explores possible alterna­ The responsibility of the television programme tives for solutions of those problems. The role of producers, thus, lies in 'exploiting' the emotional media at this stage is to link isolated individuals appeal of the illiterate population. Programmes and groups who may be keeping away from lit­ should be made in such a way that they identify eracy classes, and get them started on the process the 'actors' as some of their own folk. The infor­ of positive interaction. The process of commu­ mative formatof the literacy programmes should nity actualisation can be initiated by video-tap- also have some elements of persuasion and en­ ing the problems and priorities of each indi­ tertainment. They would enjoy viewing such vidual. This can be presented to the community, programmes much more. These types of pro­ who can then discuss and identify locally suit­ grams would attract their attention much more able solutions. and the purpose of the programmes could be accomplished. Further with the advent of the LIPCID tech­ nology, it is possible to have messages translated VIDEO is also an appropriate and powerful into different regional languages. This technol­ tool for transporting local experience from place ogy can be further worked upon and simplified to place quickly. This inspires constructive ac­ for use in promotion of literacy through elec­ tion everywhere. With regard to literacy, video tronic media like television and video, in differ­ can be used to present locally relevant literacy ent parts of the country. The multiplicity of lan­ programmes in terms of language, environment guages in India which pose a barrier to the media and characters. Video can be the most suitable programme producers can be overcome with the medium for generating interaction. It can thus audio redubbing facilities. Such alternatives may become an ideal medium to promote audio-vi­ prove to be a boon for the media to promote sual literacy for motivation, attitudinal change, literacy in one and all languages and reach the behaviour reinforcement and active community farthest nook and corner of the country. participation. It is a known fact, that mass media, because The advanced techniques of computergraph- they cover larger areas, operate from a distance ics and animation are now being widely used in and get less feedback from their audiences. They India. Apart from their commercial applications, should, therefore, be as local as possible. Hence, they can be widely used for creating newness in to ensure better message control and for reinforc­ imparting reading and writing skills. For ex­ ing impact of messages, especially for a nation­ ample, this could include a talking pencil, flying wide compaign like literacy, the media produc­ alphabets or magically appearing and disappear­ ers should follow the Social Marketing Approach. ing numerals. These can be widely used in the This approach involves the use of content based videos for promotion of literacy. on emotional appeal, with direct messages based

42 on their local environment. However, as Pandit Nehru has said, "A culture that cannot understand modern times is an in­ This suggests that for the successful promo­ complete culture." Thus, the advancement in the tion of literacy in India, it is necessary to find electronic media can besuitably blended with the ways and means for better, faster and clearer traditional media, to promote literacy in differ­ communication. Incoiyorutin^ FOLK MEDIA is an ent regions of the country. The 'blending' can be important aspect of these efforts. It is known that in many forms, for example, literacy promotion these traditional media forms cannot be messages in Gujarat can be taped in the form of universalised, have cultural barriers and cover a Bhuviii'or Nautanki in Uttar Pradesh, Tam asha in limited area than the modern media forms. How­ Maharashtra, or H arikatha in Andhra Pradesh/ ever, the folk media express deep cultural roots, Karnataka or through Boivdi folk songs in Orissa. cater to a variety of interest patterns and have the This type of media combination could facilitate capability of establishing direct rapport with au­ the promotion of literacy, as the beneficiaries dience. Hence, they should be 'exploited' to would easily accept and adopt to the messages popularise the importance of literacy, pass simple delivered. Thus, for inter-adaptation of both the motivating messages, so that people develop an media, it is necessary that the media agency urge to become literacy, pass simple motivating directors, programme planners, and programme messages, so that people develop an urge to producers, work co-operatively with the exten­ become literate. sion or community level workers. This is neces­ sary to plan and broadcast programmes with Folk forms like 'Bhava', 'Nautanki', street play, content having regional appeal. This would be a 'Tam asha' and 'puppet play' have been used for major force to generate literacy among the vari­ creating awareness on issues of social relevance. ous cultural groups nationwide. These prospects These forms have tremendous impact because make the combination of electronic and folk their format is thatof'information and entertain­ media, a viable communication form to use in ment' rolled into one. Serious messages can be making effective developmental messages like conveyed in a lighter vein. The local fervour in literacy. terms of local situations and characters, tone and style of language, music and songs help to stir the Thus, for promotion of literacy, all over In­ viewers on global issues locally. Hence, the folk dia, the media should plan a detailed strategy artists should perform on topics like - need for based on the following steps : literacy; personal and familial advantages of be­ ing literature ; importance of literacy for per­ It should ATTRACT ATTENTION by broad- sonal/national development. They could also casting literacy related compaigns at prime time include rhymes of alphabets or simple calcula­ - before entertainment programmes. Thus, right tions. amount of publicity at the right time with strik­ ing music, local language, attractive visuals and Hence, India, as we have known, is a country attention catching phrases relating to literacy can with vast cultural and traditional heritage. We attract attention of the intended audience. cannot just focus on automation especially when dealing with issues concerning the tradition It should PROMOTE AWARENESS by pin­ bound, less privileged masses of the country. pointing the immediate advantage of becoming

43 literate. Messages could focus on how illiterate media agency can then exchange these people are cheated or how they are oppressed by programmes between communities and develop­ the privileged, literate class of people. ment can be achieved in a more self-directed manner. It should GENERATE INTEREST, by pro­ jecting messages of people who have benefited Thus, in conclusion, it is right to remember through literacy. Messages could also focus on Aldous Huxley's words, that, "Every man who how the neo-literates had been prompted to­ knows how to read has it in his power to magnify wards literacy and how did they manage to at­ himself, to multiply the ways in which he exists, tend literacy classes along with maintaining their to make his life full, significant and interesting". daily work schedule. This should be the guiding spirit in the promo­ tion of literacy among the less privileged illiter­ It should LEAD TO ACTION, for which the ate persons of the country. messages should focus on the successful experi­ ment of Kerala. This would motivate people to However, even when marching towards the take up the challenge of becoming literates in 21st century, the Indian society reflects a pyra­ their own hands. mid like structure, with the elite at the top enjoy­ ing the benefits of development, while the poor However, it is necessary to REMEMBER that masses remain deprived of most of the opportu­ this action can be promoted only when people are nities like access to media and education. Thus, CONVINCED with the immediate gains and the firstchallenge is to create easy accessibility of SATISFED with the types of programmes pro­ media truely to masses. Further, the importance duced for the cause of promotion of literacy. It is, is that of making media for the masses in terms of therefore, of prime importance to see that the lit­ simplification and emphasis on local fervour. For eracy programmes are people centred and are not a developmental compaign like literacy, there is Just elite centred, but based on the 'trickle down' a need for planning and utilizing combinations of theory. The programmes for promotion of lit­ communication forms like oral, visual and writ­ eracy should be broadcast at times when the ten media. Again, simply providing information illiterates are free from their daily chores and through radio, television, films and newspapers wage earning activities and need some form of is not enough. entertainment. The eradication of illiteracy is an issue con­ For this purpose, in a democratic country like cerning every individual. It is, therefore, neces­ India, the media producers need to develop the sary that the media professionals do not underes­ concept of Community Communication. It is based timate the 'experience', 'practical knowledge' or on the philosophy 'of', 'by', and 'for' the commu­ 'creative potentials' of the illiterate masses. nity. For promotion of literacy, it is necessary to Hence, for making concrete efforts towards pro­ apply the Participatory, Horizontal Development motion of literacy, the media specialists must Communication Approach, where the people are come down to the grass-root level and under­ helped to help themselves. This is done by pro­ stand the social and cultural ethos. This will help viding them with basic training and they become to promote effective developmental efforts by the originators and creators of the messages. The planning programmes based on the issues and

44 needs concerning the target group itself. A bot­ and promoting literacy for individual and ulti­ tom to top approach should be used, whereby the mately national development. illiterates can be asked for the topics on which they would like to learn, for example, learning to Extensive training programmes will have to read sign-boards on buses or information on be organised to build up the capability of the packets of fertilizers, wage calculation, signing community members in the acceptance and use of bank forms, and applying for developmental various media. Exhaustive efforts will have to be works in their own areas. made to make media more accessible to illiterate masses, by 'deprofessionalisation' of media pro­ Further, the social responsibility must be duction. stirred up among the media professionals so that imore owners of private channels, video produc­ Hence, educational and voluntary agencies ers and newspaper owners take up the challenge must be promoted to conduct research and pre­ of LITERACY FOR ALL. pare audience profiles, media acceptance and message effectiveness criterious from different In the era of privatisation of the electronic parts of the country. This information must be nnedia, installment of the FM Radio and partial disseminated to literacy programme producers. autonomy to the media, it will be possible for This will create the backbone for efficient role of private producers to employ local field staff. This is media in promoting literacy among the masses of of utmost importance for the huge tasks of reach- India. ^ iing out to every nook and corner of the country

This essay by Ms, Deepa U. Mehta from Vadodara has been axvarded the Consolation Prize.

45 L itera cy F or T h e O ppressed

G a u t a m S a r k a r

and economic exploitation and social oppression are organically intertwined. I. I ntroduction

II. T he L itera cy S cen ario

Literacy and repression |clear that in India the inadequate par­ ticipation of the weaker, disadvantaged sections In a developing country, literacy is a vital of the society, namely the scheduled and the component of 'population quality' and there is a economically backward castes, the scheduled tribes and the women in general has resulted reciprocal, cumulative and positive relationship between literacy and education on the one hand, largely from the inequitous socio-politics-eco­ and repression on the other. There have, how­ nomic structure which created uncongenial con­ ditions for generating among them a 'culture of ever, been few empirical studies on the relation between literacy and social inability. Thus, illit­ development' and made them passive. In par­ eracy is not merely the result of oppression, but ticular, in an overwhelmingly agricultural coun­ the cause of oppresson as well. That is to say, the try like India the archaic (stratified and frag­ mented) structure of the rural society and the causality or inter-connection between dire and inter-personal inequality are important road endemic repression, and illiteracy cuts both ways, blocks to the introduction of a new social and and it is apposite to view the crisis relating to economic order. Production relations-essentially illiteracy and oppression as essentially a single phenomenon. Among the reasons why the least semi-feudal in nature - are characterized by en­ trenched exploitative elements in the rural areas, advantaged groups, viz. the scheduled castes and social deprivation and destiitution are wide­ and the scheduled tribes evince an 'instinct of spread. In sum, the class relations between the escape' from literacy and education of them­ dominant sections and the subalterns are deci­ selves and their children are market features that sive impedirnents to social and economic militate against them, and the restrictions on progress. opportunities imposed by the class structure in the country's stratified society. It is fashionable for some radical social ana­ lysts to make a distinction between exploitation Similarly, illiteracy has a decided gender arid oppression. According to them, the former bais. Female literacy rates are strikingly lower has an economic implication in terms of the ap­ than those of men. The differentials in access to propriation of'surplus value', whereas the latter and participation in education (including basic has a non-economic connotation. This distinc­ literacy) by women correspond in a complex tion, however, is not particularly significant, be­ manner to several societal and cultural factors cause it is obvious that both are forms of outrage.

46 The justification offered for the pernicious prin­ larly so in some of the higher populated states ciple of unequal division of educational opportu­ like U.P., Bihar, and Madhya Pradesh. There are nities is that men, by virtue of their 'superior' many tribal villages the entire population of which intelligence, should receive more education than is illiterates. The inability of the schedules castes women. There is no gainsaying that illiteracy is and tribes and their children to acquire even a the severest hindrance responsible for the poor minimal literacy is a grim pointer to the fact that quality of life enjoyed by the socially incapaci­ throughout the post-Independence period, the tated masses in India, and for its perpetuation. country has failed to fulfill its constitutional ob­ ligation regarding the educational and social uplift

T he P ervasive I lliteracy. of these groups, including - indeed especially - women. As earlier hinted, educational opportunities and literacy differ among different disadvan­ E ffects O f Literacy taged groups, whether startified by caste, ethnicity, or sex. These groups by and large form The manifold exploitatipn of the tribals, put the hard core of the illiterate population in the most simply, is due to their lack of basic literacy country. The uneven development based on gen­ and numeracy skills. This contributes to their der, caste status, and ethnic background on the ignorance about the world that lies beyond the one hand, and the remaining social categories in limits of thier age-old socio-economic setting. rural (as well as urban) areas on the other, is However, it is patently wrong to ascribe their amply documented. Going by the results of the faUure to gtappW with Yhe diverse forces imping­ 1981 general census, the scheduled castes and ing on their stagnant society and economy to any scheduled tribes accounted for about a third of ingrained idiocy. Within their customary envi­ all the illiterates in the country. The average ronment, the tribals can well understand their female literacy rate among the scheduled castes own problems, and are likely to show a remark­ and scheduled tribes was abysmally low (see able resilience in dealing with the prevailing Table). The preliminary results of the 1991 census situations. It is only when they are confronted do not provide data on illiteracy separately for with an alien societal system, outlook and forces scheduled castesand tribes. However, the situa­ that they feel unsafe and are prone to react tion relating to the depressed sections of society unintelligently. Nurtured in a set-up where all would not be significantly different now from social communication and agreements are verbal what it was around 1981. Thus, the scheduled and based on trust, they become u^terly per­ castes, scheduled tribes, and women continue to plexed by the pervasive use of written or printed lag far behind the males in the general population documents, and rules and regulations in the the in terms of literacy, and the proportions of illit­ modern society. Being illiterate, they cannot erates accounted for by these groups is much underand the meaning of official papers, are higher than their percentage shares in popula­ forced to put their thumb imprints blindly, and tion. The literacy tables for rural areas too, are become a prey to the wily, literate agents of not yet available, but literacy rates may well be oppression. The problems are aggravated in the expected to be worse than the urban and the case of those tribals who cannot follow the local average rates, especially among the scheduled languages of the non-tribal people. Without the caste and scheduled tribe women. This is particu­ aid of literate fellow tribesmen they are helpless

47 in their business dealings with the more edu­ people producrts of community action and which cated. cause impediments to their economic and social advance. For them, a mere reservation of jobs on a caste basis would be inadequate, nay, even Percentage of Literates to Estimated counter-productive. What is needed is nothing Population Aged Seven years & Above, 1981 less than a radical attempt to create consociousness among them through literacy and Literates (percent) education-the most certain route toward elimi­ General^ nation of their social backwardness, and their Male 62.7 ecoivomic reactivation. To be precise, Female 35.2 conscientisation with a minimum threshold level Scheduled Castes of learning (involving writing skill, the ability to Male 37.7 follow simple written messages and communi­ Female 13.0 cate them in writing, and a rudimentary sense of Scheduled Tribes logic and numbers) will help remove the feelings Male 29.8 of inferiority in their dealings with the dominant Female +9.6 sections, and enable them to play their role effec­ Population (million) tively as family members, citizens, and members General and leaders of community institutions and elected Male 216.6 local bodies. In net, this will pave the way for Female 200.2 their meaningful participation in the over-all de­ Scheduled Castes velopment process involving diverse economic, Male 43.0 social, and politial activities. Female 39.8 Scheduled Tribes However, as rightly said, the emancipating Male 20.9 function of literacy is not necessarily overt. Al­ Female 20.5 though literacy must have an ethical value orien­ tations, it is not essential for the participants of ^Excluding scheduled castes and tribes. any well-designed literacy programme to be told Source : Census of India, 1981 precisely how to oppose oppression. The social message of literacy should be deeper albeit co­ In the case of the so-called lower castes too, vert. some personality traits have been traditionally emphasized as resistant to their progress. Among E ffects on women such psychological attributes are a fatalistic view of human potentialities, low aspirations and an The need and effort required for female lit­ overwhelming subservience to any superior au­ eracy are all the more compelling. It is said that thority. However, these characteristic qualities of all the disparities, none is of greater impedi­ are far from indelible and are the inevitable re­ ment to progress than that based on gender. sults of the social, cultural, and political milieu, Clearly, a vicious circle operatesJn the case of the as well as the very basis of the rural hirearchy, poor women; they have subordinate social and namely the power structure which make these political status because they lack even elemen-

48 tary education; they have neither the willingness finding husbands, their prospective domestic life, nor the ability to ask for their democratic rights and even their spiritual values. A good many or basic necessities includings literacy; conse­ parents might respond favourably if they come to quently, they remain uneducated. Female literacy, realise that literacy of their daughters would accompained with some minimum newspaper eventually bring considerable advantages to their and other reading materials have a considerable children these daughters will bring up in the multiplier effect in terms of family welfare in a future. predominantly rural society. For instance, it en­ hances the age of marriagt^and life expectancy, The manner in which we calculate econonic lowers fertility rates and infant mortality, and growth leads to an understimation of the contri­ contributes significantly to improved home hy­ bution that education can make toward enhanc­ giene (viz. sanitation), health care (viz. immuni­ ing efficiency in the domestic sphere and in all zation) and nutrition practices, and child rear­ market-unoriented production. This belittles ing. Literacy, so to speak, is an indispensable education's contribution at every level, but here window on to the surrounding, changing society, we have in view women's literacy only. In so far to horizons beyond the household. In a policy as literate womien can go through popular pam­ perspectivie, laws have to be changed and en­ phlets containing advice on how to cook nutri­ forced to ensure women's equal access to assets tious food, or keep their dwellings well, or econo­ and superior employment opportunities. The in­ mize the use of fuel, they admittedly experience stitutions that supply credit will have to be re­ an improvement in their material well-being. vamped to cater to a much larger number of women. Reforms are also called for to ensure It is heartening that in some of the Total fuller participation of women in political, admin­ Eradication of Illiteracy Programmes introduced istrative, and economic decision-making at all in about 40 districts under the national Literacy levels. And the age-old intra-hosuehold discrimi­ Mission, women learners were not only present nation against women, and along with that their in large numbers, but were more participative unequal and undignified status mustbe rectified. and often even more vocal about their domestic Towards all these ends, female literacy deserves and social problems. Quite apart from the impact the clearest emphasis. What is important, literate of the literacy lessons, their assembling together females will encourage their wards to acquire appears to have inculcated in them a sense of literacy if not higher education, and therefore, a solidarity and combined protest against injus­ literacy decision for women can be supported in tice. In some such programmes the scheduled terms of its effects on the literacy of the following castes were also better participants as compared generation as well. Of course, there are lingering with scheduled tribes and others. objections to female literacy among several fami­ lies which do not regard education for the three in. P olicy D imensions Rs of their daughters as a minimum need in a society that makes child labour more rewarding Schooling vs. adult literacy than child education, and girls' education has a high economic opportunity cost. There are also Within a policy context it is appropriate to misgivings about any positive effect that literacy compare schooling to children with adult literacy of girls may have on their employment, their campaigns which in India essentially means night

49 schools devoted to attainment of literacy in ver­ F emale Literacy P rogrammes nacular. Such adult literacy programmes are self­ targeting in the sense that the illiterates (left-outs While it is particularly important to bring of the formal educational system) that attend girls of the poorer, oppressed groups into school, such programmes overwhelmingly belong to the it is necessary to have a separate organizational specially disadvantaged sections of the society. framework for dealing with the specific prob­ With expansion of primary-school education, the lems of adult women's illiteracy rather than sub­ level of illiteracy can be exppected to fall in the suming it under the omnibus category of minori­ future. Therefore, the problem of illiteracy may ties, scheduled castes, scheduled tribes, etc. That be treated as indistinguishable from educational is to say, the problem of wom en's illiteracy has to expansion. But the fact remains that a sizeable be considered in a rather distinct perspective. proportion of illiterates, especially among women, falls within the age-groups of 10 to 20 In formulating women's literacy campaigns, years. This section would not only set patterns to a basic question pertains to whether the traditonal and stall the progress of literacy, but might even values should be eroded or retained. A careful create obstacles to improved school enrolment of programme should probably be based on tradi­ the next generation. The object of any literacy tional values in the first instance a generally scheme should accordingly be to take steps to acceptable pathway, rather than issuing a direct send illiterate children to primary schools along­ challenge to them. However, it would be totally side imparting functional literacy to the higher inappropirate to extol, even indirectly, any sub­ age-groups through short-term course. The latter servient role of women in the family and society. in fact should have an impact on the former because of the new environment of community Women's literacy programmes must also fo­ participation. cus specially on some other requirements of the trainees. An increase in the number of literate In terms of enhancement of literacy, adult women volunteer trainers would be immensely education apears to be as productive as primary helpful. The location of the literacy centres is also schooling, where as its costs are definitely less, of considerable im portance; centres situated tooi and the benefits quicker. However, the contribu­ far away from the women's residences would tions of adult literacy campaigns specially ad­ obviously be a deterrent to their participation. dressed to the poor are often circumscribed by This applies particularly to the generally conser­ two major factors. In the first place, such cam­ vative Muslim women who in many cases have paigns are generally too short-term in character, shown great interest and superior performance and scarcely induce attitudinal changes among in literacy programmes. its beneficiaries. Another area of concern is that such campaigns effectively impart only very el­ Requisites O f Tribal Literacy ementary literacy (frequently mere signiing of one's own namie) which has barely any lasting As regards the tribal populace, many of thenri impact. have long abandoned their own mother-tongues and have takeen to the local dialects. In such cases, literacy drives for tribals do not encountei any language problem. However advasis whc

50 have retained their own languages that are in­ ingness of the depressed masses to participate. comprehensible to others, literacy programmes An overriding consideration that undermine their entail for them the additional burden of learning enthusiasm is the dubious short-run economic the local languages which are usually the medi­ (as distinct from purely humanistic) impact of ums of instruction for such programmes. It would literacy programmes. Admittedly, such seem prudent to prepare literacy manuals in the programmes have hardly any directand immedi­ local tribals' language in that, languages difficul­ ate link with gainful employment in fields and ties constitute a cognizable hindrance to the train­ factories, for men and women, as earlier hinted. ees' progress. Cultural programmes - both musi­ Even the so-called functional literacy may not cal and histrionic - performed by tribal troupes in help the disadvantaged sections in augmenting their own languages do help bolster awareness their earnings quickly. At the heart of the issue and appreciation of literacy campaigns among lies the fact that the inequitable production rela­ them. Moreover, in formulating the contents of tions in the society reduce literacy to a highly tribals literacy programmes, it is of utmost im­ constricted input in increasing productivity. It is portance to stress the human values inherent in the absence of a powerful short- term economic tribal culture, their environmental awareness and rationale which underscores the failure to elicit excellent artistic attributes and outlook. Any class sufficient enthusiasm of the poor and the bias implicit in the course contents, and the inclu­ labouring classes for any literacy programme. sion of topics irrelevant to the realities of local This vitiates the 'receptive mechanism' ab initio. and social conditions would vitiate the course. This innate reluctance of the lower strata

T he P roblem O f M otivation apart, there is considerable opposition from above, that is the upper strata, to any literacy Motivating the learners, that is creating drive for the opppressed. The resistance origi­ among them the demand for literacy is probably nates from the elites and the middle classes who the most overriding issue regarding literacy have developed a vested interest in perpetuating drives for the poor and the downtrodden. As is the ignorance and poverty of the depressed generally said, there are two vital obstacles in masses, and the prevailing power relationship. this sphere - one originating from below and the Precisely, the opposition syndrome emerges from other from above. The latest 'campaign approach' the apprehension of the entrenched social, eco­ to literacy - even when based on an earnest, nomic and political forces that universal literacy intensive, and multifaceted environment build­ will deprive them of a smooth and unending flow ing programme (rallies, processions, film shows, of 'sweated' child-labour, and will spoil their and cultural programmes being among the array relation with workers. By and large, this is what of tools) will not succeed in the absence of a has actually happened in India. definite demand for literacy. A supply-side ap­ proach centring upon extension and develop­ O ther P roblems ment of literacy facilities - which generally char­ acterize state approach to the problem-can en­ Other problems militating against literacy sure neither universal enrolment nor its reten­ drives for the oppressed are important and nu­ tion. The problem essentially is not one of lack of merous. The 'delivery mechanism' becomes inef­ opportunities and information, but of the will­ fective owing to inability to find for literacy

51 projects enough voluntary instructors with rea­ the oppressed has been widely advocated. It is sonable education, training and competence, a claimed that voluntary agencies by virtue of their sense of dedication and commitment, as well as good local roots - and contacts have the required an understanding and sympathy for the impov­ aptitude to work with people - especially the erished and the downtrodden. Prejudiced selec­ underprivileged, and organize, motivate and tion of instructors by partisan village pradhans, educate them. Their participation in community and class biases.of instructors will mean that the affairs including literacy programmes has ex­ project is lost even before it is launched. If the panded a great deal over the years. Among vol­ training and motivation of the instructors are untary agencies that have come to the fore in properly taken care of, at least the first step of the rural activities are those run by the Ramakrishna problem is resolved. Ideally, the number of in­ Mission, the Bhagavatala Charitable Trust, the structors from among the depressed classes (woe­ Hindustan Talmi Sangha, the St. Xavier's Insti­ fully inadequate now) should be high, the orga­ tute of Social Services, the Vaishali Area Small nization of the literacy programme should-be left Farmers' Association, as well as the Kisore to the subalterns themselves as far as practicable, Bharati, the Tagore Society for Rural Develop­ or its implementators be made accountable to ment of West Bengal, Mi traniketan of Kerala, and bodies having genuine and worthy representa­ Banwasi Seva Ashram of U.P. Sadly, however, tives of the beneficiaries. Also, like many other their efforts are diffused, resources limited, and schemes for rural uplift, literacy programmes the number of whole-time workers insufficient. too, are marred by the absence of a reliable Moereover, one cannot overlook the fact that system of monitoring, evaluation and feedback, many of the voluntary agencies are bogus ones, including in-built, as well as impartial outside and are prompted by mere lip-service to an ideal, mechanisms. This has been a cardinal limitation and worse still, by the baser motives of personal of the recent total eradication of illiteracy or group gratification. Such agencies are inevita­ programmes which have witnessed no small ir­ bly handicapped by the lack of proper motiva­ regular attendance and dropout rates. Another tion and leadership. A fundamental trouble seems weakness, obviously critical to literacy drives is to be that some of the voluntary organizations their failure to ensure proper coverae of the tar­ working in rural as well as urban areas, are geted population, many of whom live in small, managed like 'clubs' for the elite with a primarily widely dispersed villages, despite official claims orientation (often because of foreign fundes and to the contrary. Moreover, in the absence of a influence) towards development. The gulf sepa­ persistent effort, a persistent push toward sus­ rating their attitude of modernist snobbishness, tained literacy, the neo-literates often relapse and the social reality of rural and urban areas into ignorance. vitiates their development endeavoures Mlab initio.D Even so, the potential of genuine, well- The R o le O f Voluntary Agencies menaing voluntary agencies is considerable in the realms of literacy mission, and it would be Considering the task, which is colossal both imprudent not to tap this fully. in its miignitude and complexity, and has to be managed on something like a war footing through Unfortunately, in India, unlike in Japan and concerted efforts, the participation of voluntary Taiwan, farmers' organizations have merely as­ organizations in big-push literary campaigns for serted on behalf of the rich land-owning class

52 striving for more economic concessions and C oncluding R emarks power. They serve precious little the real interest of the rural indigent. Kisan Sabhas, which have a It is evident that literacy for the oppressed is good tradition in organizing peasant movements but an integral part of the over-all endeavour for presently appear to be too weak and hesitant to rel96fashioning the socio-economic structure of face the offensive and domination of the farmers' India. This implies sweeping institutional mea­ organizations. The prospective role of these rural sures directed at containing the exploitative ele­ institutions in the eradication of illiteracy for the ments in an agrarian society, altering the power oppressed does not offer any real hope. structure in favour of the underl96privileged through radical land reforms (which appear to

P anchayats A nd L iteracy have been relegated to the background), as well as a firm political commitment at the highest The central component of a decentralized level. Also, this is not solely a matter of remodel­ approach to eradication of illiteracy and to pri­ ling of institutions. In the final analysis, a new mary education in rural areas is community par­ philosophical basis is frontal - one that is deeply ticipation and involvement through panchayats. related to a superior sense of values or 'mission This is by no means any novel idea, and has been commitment' for evolving a new egalitarian socio­ stressed by a numberof committees on decentral­ economic and educational order. A new struc­ ized planning beginning with the Balwantrai ture will not automatically generate an appropri­ Mehta Committee. The experience of panchayats' ate value system which is the quintessence of a involvement in states like Gujarat, Rajasthan, culture of progress. Structures have indeed Karnataka, and West Bengal has, however, been changed, but not the values accordingly. No lit­ mixed. The problem once again lies in the social eracy programmes for the oppressed will, there­ power structure in rural areas. In many places fore, be of much avail unless those who take the panchayats are now entrusted with the imple­ decisions and those who implement them radi­ mentation of illiteracy eradication programmes, cally change their attitudes and behaviour to­ but there is a clear antithesis of this with those wards the people who are the victims of repres­ popular institutions also being dominated by the sion and clamour for its redressal. Without the entrenched rural elite, and by class and political moulding of a new moral code, a new workethos, bias. Generally speaking, despite radical legisla­ a sort of cultural revolution so to say, which lays tion, the oppressed classes including women have emphasis on dedication and commitment, it will failed to participate in the affairs of the panchayats not be practicable to banish the illiteracy of the with courage and confidence after overcoming oppressed humanity of India within a foresee­ the barrier of their social status, their age-old able future, not to speak of the remaining year of dependence on the rural rich, and the culture of this century which is on the agenda of the distrust, it indeed is a grim irony that with few government. ^ notable exceptions, the panchayats have become centres of power struggles r^itherthan being genu­ inely caring and sensitive to the needs of the oppressed classes. 'I'his essay by Prof. Gautam Sarkarfrom Burdiuan has been aivardcd the Consolation Prize.

53 hPUCATION FOR ALL

K.V. J o s e p h

"E ducation F or A ll I s Possible, O nly W hen It EFA I n T he Indian C ontext E ducation B y A ll" India's education policy states. In our na­ tional perspective. Eduction is essentially for he literacy scenario in the country still all. This is fundamental to our allround devel­ sends dismal messages and waves of nonaction opment, material and spiritual. and abundant lipservice. The fate of the weakest of the weak continues to be deplorable and pa­ In the Indian context EFA implies, thetic even after 46 years of Independence. After independence our efforts in the direction of 1. Universalisation of elementary spreading literacy lacked vision, proper plan­ education. ning and effective direction. Sincerity of pur­ 2. Expansion of early childhood care. pose alone cannot eradicate a deep rooted evil. 3. Equalisation of educational opportuni Our constitutional commitment to provide free ties for women. and compulsory education to ail children upto 4. Removal of regional and gender 14 years of age has been observed more in breach disparities. than in compliance. There is dearth of political 5. A systematic programme of nonformal will and voluntarism. There is a famine of com­ education. mitted workers and dynamic leaders, who are 6. Drastic reduction in illiteracy, especially prepared to work gratituously. Still a few years in the 1535 age group. ago, education was considered a social service 7. Imparting basic education. and not as an input for social and economic 8. Developmental activities for the poor development. Education ought to have become and the disadvantaged children. an investment for the present and the future. But 9. Providing vocational training. in the government plan allocations (except in the 10. Preparation of children for various 7th and 8th) it was never reflected. It was often employment. relegated to the backstage as a social service. T he R eality E xposed

E ducation For A ll (EFA) The following facts and figures throw light on Education for all, means extending opportu­ the gravity of the problem which is a reality and nities of education to all, regard less of race, colour, the seriousness of tl>e task ahead and the urgency creed, sex or ability. with which it should be achieved within a short span.

54 1. India is the largest producer of 14. According to Kothari Commission at illiterates in the world. least 6% of Gross domestic 2. We have now more illiterates than at the product should be spent on education. time of independence. 15. Educational spending in 195051 was 3. More than half of the illiterate women in 1.2% of the C.D.P. and has the world are in India. increased to 3.7% in 199091. 4. India accounts for onethird of the world's unlettered. T meT ask A head 5. Our country ranks 115th among the countries with low allocation for The above facts and figures show that EDU­ education. CATION FOR ALL is a great adventure requiring 6. In 247 districts (of U.P, M.P, Rajasthan vision and wisdom. It is still a daring undertaking and Bihar) the female literacy and so it has to be one of our top priorities. To give rates are lower than the national every individual a better and bright future should average. be our immediate challenge. Children are the 7. India lags behind her SouthEast Asian worst ones who suffer from the pangs of illit­ neighbours in literacy, i.e eracy. We have to give up the half hearted ap­ proach we have been following so far. Construc­ Burma 71% Indonesia 75% tive political will and action coupled with the Laos 84% Malaysia 84% willing cooperation and involvement of people at Philippines 86% Thailand 91% large are urgently required. There should only be Vietnam 84% China a waferthin margin between promises and perfor­ Japan nearly 100% mances. All this has to be undertaken with a conviction that a task undertaken is a reward in 8. The total number of illiterates in the itself. world is 948.1 million.

9. More than 70% of the adult illiterates T he S ilver L ine B ehind T he C louds are in the 9 most populous countries of the world, i.e , India, China, Though the present literacy scenario is not all Bangladesh, Brazil, Indonesia, Egypt, that encouraging yet it is heartening to see that Nigeria, Mexico, Pakistan. there is a great drive towards literacy both among 10. According to UNESCO about 70 million the illiterates and among the literate elite class, children in these countries are especially after the Kerala experiment. But the still outside the ambit of primary apathy on the part of the politicians and the education. intelligentia in some states is appalling. What we 11. If the present trend continues the need today is a concern for the illiterates and a number would jump to 83 million by strong will and firm determination to help them the turn of the century. and the honesty not to plunder them. Everyone 12. The per capita expenditure on education should try to motivate thousands and thousands in developed countries varies of people to build up a sense of dedication. All between Rs. 16,000 to 25,000. those who are the prime movers of literacy should 13. In India it is only Rs.600. develop a more stricter and honest approach and

55 the people a more sincere and vigilant attitude. 1. Andhra Pradesh : Primary education The ripe time has come for the whole nation to project with British assistance was started in A.P. speak, sing, talk and walk in literacy. Its emphasis was on teacher training and curricu­ Education for all should be the new electrifying lum development. slogan. 2.Rajasthan : The Rajasthan government

W elcom ing C hanges started the Shiksha Karmi and Lok Jumbish Projects with Swedish assistance. Under Shiksha From the year 1986 onwards and especially Karmi project village youth were identified and after 1990 very important changes have been tak­ trained as para professional teachers to do school ing place in the direction of providing education teaching in remote villages. for all, both in India and in other countries. 3.Bihar : With the help of UNESCO, the Bihar government started its education project. The international community took a pledge at Jomtein (Thailand) to increase educational op­ 4.U.P. : The UP government launched basic portunities for over 100 million children and com­ education project with World Bank assistance. plete primary education is to be given to at least of the children. All these and many other similar schemes were all meant to revamp primary education and The recently held world summit on education thus come closer to the doors of education for all. for all bears testimony to the global concern for providing education for all. T hv. Q uan vvjm J ump

C hanges A fter T he NPE of 1986 In spite of our drawbacks and bottlenecks we have made a spectacular increase in the quantita­ After the releasing of 1986 National Policy on tive spread of elementary education which is the Education there was renewed interest and enthu­ mean path towards the achievement of education siasm in grappling with elementary education. for all.

Our late Prime Minister Shri Rajiv Gandhi, The elementary education system is one of the who was bent upon providing a new direction to largest in the world. The following figures speak education, blessed all the efforts in providing for the strident progress that our country has literacy for all with these words: Illiteracy is one achieved so far. of the greatest stumbling blocks to our progress. The ability to read gives an individual greater (Date source : Uniqn Ministry of H.R.D) strength to deal with the world and greater ac­ cess to information. Literacy thus will deepen 195051 199192 our democracy and accelerate our development. 1. No. (if primary schools 2,09,671 5,65,789 As a result a number of special primary 2. No. of upper pr. schools education projects were launched in many stales. 13,596 1,52,077 3. Total enrolment of children

56 22.3 mil 136 mil A Policy Perspective" published by the Govern­ 4. Enrolment at the prepartury school ment of India in 1985, the following picture of the 19.2 mil 101.6,, state of education in India is given : 5. Enrolment at the upper 3.1 m il 1. We could not fulfil our commitment of primary giving compulsory education in the agegroup of 6. No. of nonformal education centres : 614 years even in 1985. 2,70,000 7. 94.5% of the rural population has scht)ols 2. According to 1981 census, there were 15 within a walking distance of 1 km. crores of children in thatagegroup and outof that 8. 83.95% of the rural population has upper only 9.3 crores could be brought to primary edu­ primary school within a walking distance cation level. of 3 kms. 9. Enrolment of girls In primary schools 3. By the turn of the 21st century the number increased to 45.7% of such children will increase to 19.25 crores. 10. Enrolment of girls in Upper Primary schools Increased to 37.73%.. 4. In the states of Assam, Bihar, and Rajasthan 11. Out of the 451 districts In the country the situation is grimly awful. literacy programmes have been introduced in 300 districts. 5. The position in 1985 was that out of a total of 9.65 lakhs villages, localities and towns, 1.91 A pproach T o E ducation F or A ll lakhs do not have any schools at all.

In order to realise the goal of Education for 6. Out of the existing schools, 40% does not all our country has introduced the following have any good building, 39.72% does not have any schem es: black board, 59.50% no drinking water, 80% does not have toilets. 1. Universalization Elementary Education (UEE). 7. Libraries as such not exist the in a majority 2. Total Literacy Campaign (TLC) of schools. 3. District Primary Education Programme (DPER) 8. 35% of the schools had only one teacher 4. Operation'Black Board' who taught in 3 or 4 classes.

U niversalisation O f E ducation I n I ndia 9. Out of every 100 children who enrolled in class 1 only 23 reach upto class VIII. BS In 1950, as a nation, we visualized that compulsory education shall be given to all chil­ 10. The enrolment rate among the SC and ST dren in the age group 614 years, within 10 years i.e category is very less. by 1960. 11. As it was in 1985, for the universalisation BS In the booklet "Challenges of Education : of Primary Education 44 lakhs additional teachers

57 were required. 3. There is hardly any interaction among the teacher^, parents and the community for effective

The N ew D elhi S ummit O f EFA feed bdck and necessary reinforcement. 4. Dull and heavy curricula make education The leaders of 9 most populous countries of a painful experience for most children. the world assembled in New Delhi on Dec' 16, 5. Poor Socioeconomic back ground of the 1993. They took the solemn pledge of providing children. education for all by 2000 A.D. They also pledged 6. illiteracy is the ulcer in the stom ach o f our their determination to pursue and intensify their nation and ive seem to take deliberate pains to effort to achieve it by the year 2000. The Summit ensure that it is not cured." C. Rajagopalachari, held at New Delhi was a reaffirmation of the 7. Missing political will and action. Politi­ commitment of the international community to cians being the "beall and endall' of everything in the goal of EFA. the country, pay only lip service to the cause of education and that too through seminars, confer­

T he R esolutions ences and workshops. S. Continuous increase in population The nine participating countries decided that: growth. 1. Education should be on the top agenda of 9. Lack of adequate financial resources. these countries during this decade. 10. Unwillingness of the state governments to 2. The levels of investment in primary and introduce compulsory and free education to all secondary education should be raised to achieve children in the 614 age group. the objective of Education for all. 11. After independence we have been giving 3. Education should cater to the needs of the more Importance to higher education relegating immense majority. primary education to the back stage. 4. Educating the girl child should be taken 12. Existence of nonexistent teachers and on a war footing. schools. 5. The public resources should be better uti­ 13. The teaching community do not identify lized through community participation. themselves with the society. 14. Lengthy and costly literacy methods. 1 T he H urdles A nd O bstacles 15. Unattractive school environment. 16. Lack of bare minimum facilities in rural Even after 46 years of independence we could and government schools. not achieve, what we ought to have achieved by 17. Poor and ineffective delivery of goods by 1960. The vital reasons why India could not yet the teachers. achieve the target of Education for all are, 18. Out of 41 items required for the running of 1. Home being the first school, parents do a school, only a school bell is found in most of the not care to educate their children especially in the rural scl^olf». rural areas. 19. In many places schools and children exist 2. Lack of commitment, dedication an^ only in attendance registers and pay rolls. clearcut vision and planning among those who 20. The so called nonformal education lacks •re in the field of education specifically among substance and shape. the teachers. 21. A lack of concern for the illiterate and a

58 will to help them. 7. Make the man in the street understand 22. Poverty and backwardness of the rural that literacy will bring developmentand improve­ folk prevent them to send their children to lit­ ment in his life. eracy classes. 8. The goal of EFA should be approached by 23. Social oos also compel them to pcrfer illit­ means of arduous voluntarism. eracy. 9. Sustain the momentum of T.L.C. 24. Prevalence of absenteeism in rural and • 10. Experiment new and imaginative meth­ tribal areas. ods of imparting literacy. 25. There is also wide spread teacher 11. Concrete steps should be taken to mitigate absenteism. the constraints then and there. 26. The general cynicism and indifference 12. Set up village education committees to found among the intellectuals and the elite class. oversee the work in each village. 27. Unhealthy teacher unions. 13. Introduce an element of healthy competi­ tion among the villagers to vie with one another to M eans T o Br: A dopted achieve total literacy as early as possible. 14. All the programmes should be fully The goal of attaining EFA is to be achieved at timebound, areabased and result oriented. the shortest possible time period. We have no 15. Faster and less costly literacy methods time to stand and stare. EFA is not an option, but should be devised. a matterof our very survival and nationhood. The 16. Offer some common tangible benefits to answer to variovis current problems haunting our the communUy which successfully undertake lit­ country like communalism^ terrorism, population eracy programmes Eg. by providing water sup­ explosion, poverty, exploitation, etc. lies in this. ply, making pucca approach roads, supplying electricity, digging of wells etc. Using the following means and measures EFA 17. The print and visual media should be fully can be achieved at the earliest. utilized regularly to motivate the people to un­ derstand the importance and usefulness of be­ 1. A strong political will backed by action. coming literate. 2. Making available adequate financial re­ 18. The younger generation in every village, sources. panchayat and block level should be fully geared 3. Sincere commitment towards the spread of to take up this work with a missionary zeal. education to every nook and corner of our coun­ 19. Even monetary awards and rewards try. should be given to those people who do remark­ 4. Thousands and thousands of people who able and praise worthy performance in this field. are willing and ready to be involved in this work 20. Mi)re national, state and district level should be found out especially in the book and award with cash incentives should be instituted village level. for creditworthy and foolproof work. 5. Convince the general public that EFA can 21. Child labour, specially in the cities should not be achieved without theiractive, constantand be made a punishable offence. willing cooperation. 6. Literacy should be linked with develop­ mental work of the locality.

59 M easures A dopted S o F ar R easons For D ropout

The following measures are being increas­ 1. Poor availability of schools near the place ingly introduced in the country on a large scale to of habitation. achieve the target of EFA. 2. Absenteism among the teachers. 1. More resource allocation is being given 3. Lack of sufficient educated rural women now. teachers. 2. More primary school are being opened in 4. Social and economic compulsions like sea­ all those areas, if the population there is more sonal agricultural operations. than 300, 5. Education of the girlchild is not given due 3. Operation 'blackboard' is seriously being importance in rural areas. effected. 6. Lack i)f follow up action to identify the 4. An effort is being made to provide at least drop outs and bring them back to school. two teachers in every school. 7. Lack of interest among the teachers and 5. Teachers of the primary school are being parents to stop the drop out problem. brought under crash programmes. 6. More and more nonformal education cen­ 2. Vested Interests tres are being opened. 7. Greater stress for T.L.C. is given. The vested interests of different classes of 8. District primary education programmes people encourage people to remain illiterate. are being given a fine tuning. 9. We also have a number of anganwadis, The Indian middle class don't mind keeping baiwadis and kindergartens run both by the Gov­ the poor around them illiterate. This is because ernment and private bodies. they would provide them cheap work force in their homes, farms and other places.

P roblems R equiring S pecial A tthn iion The politicians vested interest lies in keeping Though there are a number of obstacles in the the people illiterate as they would become their path towards achieving EFA, the Following prob­ sure source of 'vote banks'. Our politicians take lems require special mention, some of which are this problem in a lackadaisical manner, because genuine and some are exaggerated. as Kushwant Singh once observed "they have the fear that they might be the first victims of a 1. T he problem of dropouts: literate population".

This is one of the m ajor problems to be seri­ Our educated mass show a kind of disinclina­ ously tackled. 50% of the children enrolling in tion to add their own input towards this cause. class I drop out before they reach class V. Drop Swami Vivekananda might have anticipated this out of the girls is higher. It is 49.69% at the when he very prophetically said that "So long as primary school and 68.31% at the upper primary millions live in ignorance, I hold every man level. Drop out rate is more in Rajasthan. traitor, who having been educated at their ex­ pense, pays not the least head to them."

60 The illiterates themselves have their Indira Gandhi once said, "Sharing knowl­ own vested interest in remaining illiterate edge with the illiterates is a vital part of one's as this would give them undue economic duty." Youth especially the students can contrib­ concessions and benevolence from the ute a lot in realising the tangiblegoal of Education Governments and local politicians, for all "as they are" answerable to their teachers. It is no empty boast. The youth in Kerala and in

3. T he P roblem O f F unds: some other parts of the country have successfully done this job. Mother India is backoning the youth Resource crunch has become a shattering blow to come forward to remove the blemish of illit­ to our literacy programmes. But the problem of eracy from her loving and caring forehead. funds is not as real as projected by our planners and statisticians, because poor countries with T eachi;rs and E ducation For A l l less resources have done much better than us and went in for compulsory education while they were Thesuccessof any innovative project launched still lacking in funds. in the field of education depends on the teachers who have to handle them. Teachers should be the

S pecial R esolutions pivot around which the entire programme should revolve. They should be made aware that they If we have certain special and peculiar prob­ have to become the catalyst of change in the lems that obstruct the achievement of EFA, then social, cultural and educational field. Then only, there are builtinsolutions to the very same prob­ they can be called as the builders of the nation. lems. They are : The Education committee of 1964-65 1. H arnmess T he Y outh O f Povvi r emphasised the role of teachers in the following words. "It is the quality of a teacher, his ability The vibrant youth of India can render more and character that generally contribute to the useful role in healing the wounds of illiteracy, development of education more than any other because the youth are the repository of all that is factors." vital and vigorous in the society. Mahatma Gandhi said, "Youth are the salt of the nation." According to 1986 NPE, "The role and status of teachers, reflect a country's social, technical But the youth of India are to be awakened and and cultural advancement and position. It is said motivated. We need a few leaders like Swami that no country can rise above the status of its Vivekananda to awaken India's dormant youth teachers." consciousness to usher in a new renaissance in the field of literacy. T eacher's C ontribution

If our political leaders and militantoutfits can The teachers in the country can contribute a misuse and abuse the energies of the youth, who yeoman's service in providing education for all, not channelise their creative and dynamic forces in the following ways: to this constructive work of nation building. The youth should be indoctrinated with noble ideals.

61 1. Create awareness about the importancepeople at large is tapped. and necessity of education in the community and neighbouring areas where they work. As a nation we are very resourceful. There is 2 Motivate the parents to send their chil­ no dearth of people with dedication and vision. dren to school regularly. What is required is a better "Mind Set" and a 3. Encourage and enthuse the children to better "Will" to do things in a better way. come to school. 4. Help in opening more schools, where they The remarks made by Dr. John V. Kingston, are required, with the cooperation of the local Director UNESCO is worth bearing in mind "Un­ community. less the "mind set" is changed and a concerted 5. Raising funds for buying those essential effort was made to remove illiteracy, India would items which a school require. enter the 21st century leaving behind a third of 6. By becoming a link between the adminis­ its population in the 18th century." tration and the people. 7. Opening more informal centres of educa­ Every problem of ours, every evil and every tion. threat to our society germinates and grows in the 8. Caring specially for the poor and socially 'SILT' of illiteracy. If illiteracy is the mother of all down trodden children in their area of operation. problems, education for all is the only solution. 9. Mustering the active support of other edu­ Every dose of literacy reduces exploitation, dep­ cated people in the same locality. rivation and dependence.

According to Gordon "It is the task of teach­ Only through the goal of EFA, every man, ers to educate for change to educate through woman and child in our country can be made to change to educate for orderly planned revolu­ read the WORD and the WORLD. In a democracy tion ." every human being has the right to be literate and every literate person has the duty to teach. We To Sum I t Up should be constantly reminded of what Thomas Jefferson said years ago, "If a nation expects to be The goal of achieving"Education for all" by ignorant and free, it expects what never was and the turn of the century may appear to be an uphill, never will be." # tedious and time consuming task, but not impos­ sible, if the "youth wealth" of the country coupled with the willing cooperation and involvement of

This essay by Shri K.V. Joseph from Udaipur (Rajasthan) has been chosen for the First Prize.

62 Poster :Shri Datta Sawani of Bombay - Consolation Prize. f.

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70 Photo : Shri L.S. Tak, Jodhpur - Third Prize. am fr. 'rivrM jRTO ^'ranj

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74 L itteracy for empowerment

R a sh m i J ain

|To read the word is to read the world." If one the modernization of agriculture and in speeding up can read this, thanks are due to a teacher. the rate of industrialization.

This empowerment is the distinguishing feature of It brings about an all round development of child education. Not of the classrooms or schools as that of i.e., it helps child to grow physically and intellectually. an educator who is providing knowledge, making It contributes to make him a useful and responsible people literate. member of society.

The word literacy in its formal meaning refers to Apart from the above-mentioned personal and the acq uistion of 3 Rs Reading, Writing, and Arith­ national aspect, there is a social dimension of educa­ metic. But need of the present is to attain FUNC­ tion. This necessitates that it be essentially valuebased. TIONAL LITERACY which can help in empowering Education cannot be neutral. It has to be culturally the deprived sections of the community and lead to coloured and enriched. It is the most liberating force. It social change. So, in the present context, literacy has a helps to smooth out the inequalities and to forget the wider meaning. barriers of caste and class. It inspires us to spell the most smoothing and inspiring word i.e., "We Are In this wider perpective, literacy is taken to mean ONE." Universal Basic Education. Here basic education is proposed to be extended upto VIII class according to Related to this social aspect is a political character NCERT rather than V class as conceived earlier. of education. This believes that State exists for the purpose of serving the needs of the individual citizen, EducationGeneral,TechicalandMedicalimproves 'wellbeing of the State is bound-up with the happiness upon the level of understanding, adds to the capacity of the individual citizen' (Aristotle). For good State of human stock to produce more by increasing mental each and every citizen must leam. This points to the efficiency i.e., it empowers man to develop his poten­ importance of literacy once again. tials the best. According to Professor Strumlin: There is a necessary connection between educa­ "Primary education causes an increase of 40% in tion, character formation, and social ideals. The char­ labour productivity. Secondary education an increase acter forming purpose of education must be supple­ of 10%, and the higher education of 300%" mented by a prepatory training for all the various crafts and professsions. All this is an important and complex Thus, education plays a very important and large responsibility which makes it necessary that the taskof role in the development of an economy particularly in literacy be of public concern. People must realize that

75 Today's setting is one of the privati/alion an dependence. It resulted in inequalities an series. As globalization of the economy. One hand while there is such it is well known that ha Britishers not arrive in ia advancement in science an technology, improvements the time they i, industrial revolution would have been in GP, GNP (Gross domestic product. Gross national experience by ia much before any other country of the Product), life expectancy an the like there is degenera­ world. tion social an natural environment the other hand. The narrow an artificial walls of 'self continue to divide Still another answer lies in our educational legacy. In mankind into haves an have-nots, into literates an 1835 Lord Macaulay create the system to suit the needs illiterates. There is, therefore, a growing concern about of the colonizers i.e., the Britishers. Overtime, espe­ poverty an illiteracy in recent times, llli teracy is closely cially during the freedom movement our national link to various socio-economic an political problems leaders IikeTagore and. Zlakir Hussain innovate differ- like thatof population explosion, environmental pollu­ ent schemes to take education to the common man. tion, hunger, inequalities, exploitation etc. Illiteracy After dependence, Ishwarbhai Patel an Kothari can seriously affect the personality of an individual an Comssion on education in the 1960s suggested bold that of a nation. They are denied the essential human reforms in the system: dignity an are unable to assert themselves. The poor an the illiterates can rise for their own liberation through ■ The universalization of primary education. literacy.The value that literacy offers the illiterates is to raise knowledge an hence awareness so as to prevent ■ The 10+2+3 system exploitation by being cheated or deprive of one's legi ti- mateues be it econoc or social. Hence the role an value ■ The introduction of SUPW (Socially Useful of literacy in the total development effort. Productive work)

Illliteracy is a global phenomenon. Unfortunately, the It clearly states, "The destiny of ia is being shape in her majority of illiterates in the world are ians. It is estimate classrooms." that there are nearly 948.1 million illiterates age 15 an above in the world mostof whom live in the developing Even after 46 years of complete dependence, how­ countries especially ia. In 1981 we ha as many as 437 ever, the socio-econoc relations an unequal distribu­ million illiterates which was equal to the combine tion systems have kept the majority still illiterate. population of USA an UK in 1981. Of this, 110 million Despite undoubted growth an progress in several were in the age group of 1519635 years. sectors, we are still face with the reality of a growing number of unernourished an exploited human beings It is estimate that by the year 2000 A.. There will be 1 who do not have access to even the basic necessities of billion illiterates in the world though concentrate in life leave alone health care an education. Asia, Africa, parts of East an South America. Stud ies show that there is an inverse ratio between the If so, the question arises as to why this concentration population an income distribution. According to of deprives in ia an some other developing countries of NCAER study, relating to 1967-1968, top 20 of the the world ?!. Obviously, because most of these coun­ population possesses 53.3ofdisposable income whereas tries ha have many centuries of known slavery an bottom 20ofthepopulationcould have 4.8 ofdispolable exploitation under the colonial system. These coun­ income. Moreover, overtime these inequalties could tries were robbed of their raw-materials, wealth an not be bridge. This unequal istribution of vealth has

76 affected our educational pmcess as is shovvon below:

ECOMETHE THE RICH, THE OF T1 IF ECONOMIC & ECONOMICALLY POI’UIATION POLITICAL POWERFUL I'YKAMU) MOi\OI’OI,l/l ^ DECISION 20 TO V m a k e r s 30% \ OF OUR COUNTRY

Social I'ormal olitical Structure I'ducnlion power

Conclusion remains tliat vast majority are either Women ed uca tion also ensures equal rights for women 'pushed-out', 'icept-out', or 'drop-out' of the forma! in the faly an society as also to improve health care system. facilities an enable women to participate in the deci­ sion-making process affecting their lives an the lives In India, drop out rate is very high. Out of every 100 of their families. children who enter class I, only 23 reach class V\\\. Efforts lowards eradication of illiteracy started receiv­ It is estimate that by 2000 A.., ia wil not only have the ing worldwide attention in 1965 when on 8th Septem­ lai^est number of graduates but also the largest num­ ber 1965 the World Congressof Ministers of Education ber of illiterates in the world.Though the percentageof met in Teheran to discuss the problem for the first time Adult literacy has increase from 16.67 per cent in 1951 at the international level. Since then 8th September is to 36.3 per cent in 1981; number-wise we have more being obstTve every year as the International Literacy illiterates Today. Of this 36.3 per cent literates, 46 per ay to highlight the nee to^nobilize public opinion in cent were males an only 24 per cent females. This favour of the struggle against illiteracy. UNESCO implies that 3 out of every 4 women are illiterate, declare the year 1990 as the International Literacy Year. whereas more women should be literate because Therefore, several new initiatives rose on literacy front women's illiteracy is an answer to our growing popu­ since 1990. One major step was the organization of TLC lation as it has a strong negative effect on fertility. (Total Literacy Campaigns) in several districts of the Educating a women is educating a nation. Moreover, country under the banner of NLM (National Literacy nteracy has found to have a direct impact on raising the Mission). status of women an improving the health of the faly. Studies show that an illiterate mother has six children Launched in 1988, NLM aims at making 80 million □n an average whereas a university level graduate Adults in the age group of 1519635 years literate in the mother has two children on an average. Moreover, an age group of 15-35 years literate in an 8 year period educate mother makes a tremendous difference to a beginning in 1995. child's health an education. TLC yielde results. Kerala followed by Pondicherry an

77 many others took up comprehensive post-literacy an creates a new awareness among the common folk on follow-up programmes. the nee for li teracy in general sa\ education for children in particular. It is the women folk of ia who immensely been ben­ efited from these campaigns. One live example is the By initia4ing people into a move for total literacy Nayaker Community of Mettupatti Village in we enable them to be masters of their own dignity an Tirunelveli district of Tamil Nadu. The case of the honour within the framework of national unity an people there especially women who till recent times sovereignty. were leading an isolate way of life have Today taken to literacy an are bent upon achieving full literacy status In sum, NLM is for building up a positive value in a year's times is unparalleled in the history of association with literacy 196 to prepare an motivate literacy. With female literacy an children attending learners to accept the learning process an also motivate schools instead of tening cattle, their econoc position the educate to offer themselves voluntarily for the will also improve in the years to come. It will help them 'EACH-ONE-TEACH-ONE or TEACH-FEW' in their liberation from all sorts of bondages. Thanks to programme. NLM, therefore, has a vital role to play in the efforts of ^Arivoli' volunteers who carried the making the 'QUIT ILLITERACY' effort a mighty suc­ campaign. cess.

Kanyakumari enjoys the highest literacy status among Lrn-KAcv the districts of Tamil Nadu viz., 72.13 per cent as against 63.72 per cent for Tamil Nadu state-which is ■ Promotes self-respect of the individual. higher than the state's average. ■ Results in better health awareness an care. In addition to formal education, TLM is trying to link ■ Helps raise the status of women.

1. Literacy to efforts for prohibition. ■ Increases participation in the democratic process through voting rights. 2. TLM has also include a co-theme 'checkon pre-natal sex deternation of foetus' for the campaign. ■ Student show that the voting patterns are directly affected by literacy. 1984 gentral elections 3. EvenUIE(UNESCOInstituteofEducation) launched report show that the highest amount of voting took a project to investigate an promote basic education place in those states whose literacy rates where above in prison. the national average.

Launching of TLCs in various districts (approx. ■ Bring about an awareness of rights i.e., the 178) of the country reflects the bold expression of the literates know as to how to use their rights an power the irrepressible will of the people to extinguish the fire of best. Ignorance, illiteracy, blind confirmism an restore nor­ malcy an order to the nation's household. Helps prevent exploitation an improves earn­ ings. NLC has brought a large number of people to­ gether for a single purpose namely LITERACY. It ■ Gives the individual greater control over their

78 own lives e.g., they can write an/or rea letters, rea signs, fill in forms etc. ■ Any integration an institutionalization of population eucation in Adult eucation should ■ Promotes environmental awareness. result in :

Indeed, literacy is a noble deed. Thus the eneavour ■ Small family. should be to provide education to all children an Adults who ha been denied this opportunity. Here ■ Responsible parenthood. Adulteducationgains more importance because Adults especially Adult-parents once motivate to acquire lit­ ■ Right age of marriage. eracy for themselves are even more keen to see that their children obtain education. ■ Population growth in relation to environment.

In pursuance of the national policy on education, ■ Population contributing to developing. CBSEhas launched a Special Adult Literacy rive (SAL) form 199119692 in classes IX an X i.e., schools are asked ■ Checking migration-the premature not only to promote literacy as part of work experience urbanization. especially as SUPW but also to take active part in SAL for actual teaching of AdultSv For motivating students Over the years the State Resource Centres ha to be student-teacher, incentives are planned. Forex- brought abt)ut different types of materials-motiva- ample; tional, instructional, teaching/learning, training an follow up. These materials ha also been prepare in 5 Marks for each person made literate. various forms such as written materials, slides, post­ ers, slogans, audio-visual, using folk art forms like 8 marks for two person made literate. puppet show, street-corner plays an the like. Several State Resource Centres ha also prepare 'Instructors Kit' 10 marks for three or more persons made literate. an most of these materials were in use throughout the country as an integral part of the Adult eucation Special mention of outstanding work, special rec­ eneavour. ognition to the school, special trophies etc. are also envisage. With Adult Literacy sessions throughout ia, the nee for literacy became outline as a household reality. The directorate of Adult Education (AE), GO I, has Adults clamoured to learn, to rea, an write. Clarity of long been trying to integrate population education in perception, one of the routes to liberation is an off­ ^dult eucation programmes. AE has been implement­ shoot of eucation. To quote Paulo Friere, Learning to ing this Population Education Project si nee 1987. While rea an write as a creative act implies a critical under­ the long-term objective is to develop an awareness an stand of reality. understand among 80 million Adult learners about the population programme, the short-term objectives of In Goa especially at Vasco, the results were very this project include preparation of curricula an teach- encouraging. Urge to learn was found to be so strong |ing/leaming materials an training of functionaries. thatstudents-neo-literates (Adults) knew not only the ■ DAE envisage that: capitals, rivers, distinction between rightan wrong but

79 alsoPun]ab,Kashmirissues.Surprisin^tlu*y could also converse on them. International focus issues were too ■ Use of radio, television, an films as group within their information circles. In other words, their learning media. everyday life ha gone through a metamorphosis. ■ Creation of learner's group an organizations. If literacy is to significantly influLMice the working an living conditions of the people, some pre-requisites ■ Programmes of distance learning. are require to be fulfilled: It states that special emphasis will be laid on ■ The literacy programme should be preceed, organisation of employment/self-employmentoriented accompanied an followed by mass mobilization an an nee/interest-base vocational an skill-training environment-building. programmes forcontinous upgradation of skills tosuit the requirements of developing societies. ■ The levels of literacy should be sufficient to enable learners to achieve self-reliance in reading, In line with these developments, the Asian Cul­ writing, an computational skills. tural Centre for UNESCO in Tokyo 0apan) has started functioning as new co-ordinating secretariat for Asia- ■ Itshould bringlearnerstogetherindialogueso Pacific Ct)operati ve Programme in Reading Promotion that they understand their predicament, developed a an Book development (APPREB) from 1992. The feeling of solidarity an move towards the solution to programme facilitates: their problems in an organised manner. (i) Aquistition of lasting literacy an life-long read­ ■ The problem of retention an application of ing habits for all. literacy skills should be considered ina comprehensive manner. (ii) Development of quality books including children's b(M)ks. ■ Keeping these objectives in mind, the Central Advisory Boar of Eucation has revise the National (iii) Creating anexpansion of rural reading centres Policy on Eucation of 1986. It made modifications in an mobile libraries. certain areas of eucation for example, in the area of adult education sole emphasis has been on NLM. It (iv) Strengthening national infrastructures. includes :Comprehensive programmes of post-literacy an continuing eucation to be provide for neo-literates. (v) Mobilization of resources particulary human resources by supporting training programmes for up­ ■ Establishment of Continuing Eucation Cen­ grading book-promotion, productioti an istribution tres of diverse kinds. skills.

■ Workers eucation through employers, trade These various policies an programmes hope to unions an government, achieve radical changes that will meet the needs of the people an achieve literacy an that will also meet the ■ Wider promotion of books, libraries, an read­ needs of ou r constitution where we have tried to secure ing rooms. socio-econoc an political justice; liberty of thought an

80 expression/ belief, faith ai^ worship; equality of status overcome by planned, coordinate an concerted efforts. an of opportunity an to promote fraternity, dignity, unity an integrity among people of nation. In fact, Literacy is animal an important entry point with­ equality of status in society, among all, is a pre-requi- out which it is not possible to establish an effective site for success of any democracy especially for lai^est access to the wider world of information, communica­ democracy i.e., ia. Then only there may follow social tion, moernization, an technological innovations. mobility resulting in social transformation.

In sum, Unlike Naxalites who demand a violent revolu­ tion, the literacy movement wants a silent revolution To make children capable of honesty is the begin­ for bringing about the much needed change in the state ning of eucation. To prepare them face challenges in life of affairs. Literacy is perhaps going to be a better is to make them happy which is the ultimate aim of weapon for people to fight for their rights an ideals. As eucation. A happy child is one of the best gifts that also an enabling factor for perforning their duties as parents/teachers have in their power to bestow. good citizens. If you can rea T o Strive, to-Seek, To Find , an Not To Yield' Rea as human. should be the spirit to spread the entire literacy move­ If you can write ment in the country Today. Write divine. With computational skills Today men have learnt as to how to fly like birds Compute virtues. orswimlike fishbuto not know as to how to walkupon When you feel important the earth like a 'man'. He is cutting forests to accommo­ Thank a parent/teacher date increasing population, changing the very natural for all empowerment hence showered." chestry of ecological balance inviting series for himself. (Self-compose) Notwithstanding all the ark clouds of socio-econoc an environmental problems an of social evils, there are If is eucation or literacy alone which can imbue people silver linings which give us hope an faith in survival an with knowledge, a sense of purpose an confidence in peaceful co-existance. The campaigns for total lit­ essential for building a dynamic, vibrant an cohesive eracy are such silver linings. Essentially, an attempt at nation capable of providing its people with the where­ mobilization of social forces an forces which are good, withal for creating better, fuller an more purposeful patriotic, an egalitarian, campaigns for total literacy life, forcrcating a national environment for peaceful an have infuse a new hope in us that illiteracy is not a harmonious development. ^ fatality an illiterates are not dumbs. Illiteracy can be

This essay by Mrs. Rashmi Jain has been awarded the consolation Prize.

81 A

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82 TF^ qfr I ^ ^ I i^ HTTto ^ ^ ^ ^PiR-c(ci %ZTT I ww ^ m-teR ^ fM ^ wft ^ ^ ^ tcRT ^ ^ T^ «^t I t o ^ ^3TW 5TRF r^TFTT ^3W 'TRi^ ^ ^ W I vST^ cTT¥ q^T, efk ITR-mf^ ^ ^ ^ ^ ^ %?n^ ^ ^mm ^ i ^ ^ ^ w ^ v3to ^ ^ ^ Srf^TcT ^ 2FT ^jTT^ t ^ ^ f ^ ^ I 9RT^ ^ ^6TR ^ 6T^ g^TR^ f W l^ ^ ^ I ^ 'STKPT-W^ 5 ^ ^ ^ ^cM^RTf t ^ ^ %§TT ^ TO 3tW ^ vJTftir cZTTW ^ ^ ^ ^ W I ^§T ^ ^ ^ ^ I ^ ^ ^ ^ ^ f^lto' ^ ^ ^ ^§T ^ ^ ^ ^ t 5FT ^ ^ ^JfRT I I 61^ ^ ^ ^ ^ % W m WTT ^ I Jf^ ^ ^ Tt ^1 ^sm 5TF ?T^ ^ #^RT ^ I I f^l%^ ^ ^-3=?Tf ^ ^ cftM 5f^ ^ ^ ^ 1, ■?TF ^ ^ ll ^ ^ %# 5RRT f '3171 5RTF % ^ ‘^TRcT ^ ^5TT I ^ ?fR STRf S R t I ?ft ^ ^ JTT^ m r ^ m ti ^ wtFjR ^ ^ ^ ^ itr ^ ^ W^TTHT ^ ^ ^ ^ cTRR ^ W S r^ f^ ^ §T^ ^ msT ^ ^ W T I ^ I ^ ^ ^ % ^qTTHT M '3r§7T ?TR ^ ^ !?F?r t o I I ¥RTT ^ qiTSTT ITR # ^ I I 5TR ^ M ^ ^ to ^ tecTT I, f^T^rRT ITR to I I ^ •qr^-^ ^ ^ ^5KcTT ^ ^ ’TTSTT ^ pft-fiteft to I, ^ 5IF^ or?R I I ^^RTW ^ ^ R ^ ^TRRT t I t o 11 5FF^ ^ '3mi^ ^ ^ ^ ’Rtf^HTR ^ ^ ^ ^Hchrft ^ I ^ ^ §rnr ^ ^ vM\ ^ ? r t ^ ^ ^ 11 w > ^ % t o 11 ^ ^ ^nnf^ sFT^ t i #5f ^ of^T ^ RT 5f^-^ ^5R ^ ^ ST^ ^ ^ ll ^ OTT^ TPfERt ^ ^ S?T 5lH ^ ^ ^ % OT?R ^ ^ ^ ^ ^ ’ftcR ^ ^ SmiT t o I I ^ ^ ^ OIT^^TT ?R7 m r ^ f^TOTT c2Tf^ cR ^ ^ i^fw ^ ITR ^ ^ I I PTTTT ’TR-^T ^ ^ ^ I ^ ^ ^ 5lR ^ ^ ^ ^ f^RTf^ ^ '3T3§Tff^ to I I T? ^WTT 5 f ^ ^ <3n^?TT cf4t ^ t o ^ g f ^ ^ 5TR ^ i ^ ^ ^ ^ oflT FT qr ^ ^ ?TR ^ ^ ^TT^ ? ^ 5TH ter ^ ^ 6?T ^ ^ 27T % ^Kef)iff ^ ^Twr 11 ^T% f^ r ^ # !jTf%, ^ ^ ^ ^ % flT%?f ^ ^ ^ %5TT 3 ^ ^ ^ ^ ^ch>i ^ ^ ^ ^ qrnr v3R% ’ipf ^ ^ I ^ '3fk I I -STMt §TRR ^ ^ 'CfTT^ ^ ^ f ^ wt 'qnr ^ “3^ ” ^ ^ i

83 'sfk ^ ^ ^ ^McT 5T%r ^ ^ ?Tf^ t\ I ^ ^ ^ Tsft^ WT^ ^ ^ ^ ^^?T5RTT ^ ^ ^ ^ wm^ I W dVdl ^ ^ f^WrfW” ’TT f^T I ^ ^ ^3cRT ^ I f^T^ ^ ^ wcmr ^ ^ tt^ ^ ?n ^ ^ ^ ^ ^? FRIW ^ ^ ^ ^ ^ ffcTFRT f W W Ti\ sft ^ ^ ^ I '3TTf^ ^RFTT ^ H'^^dl 5|?t ^ ^ T? ^ ^ T '3RRT: eft sft ^ F^cfoRTT ^ ^ er4 ^ 2TTI ^ 3TT^ itft^J ^ T I d ^ fer^w ^^rnft sfti ^ t eft^ HW ^ f I f^srf^ ^ T T ^ ^ ^jfTW ^ ^ f^PTR^ ^ ^ 'T^

^ ^ ^ ^ c^TTW ^ 2P7t ? onf^ ^ M ^ ^ ^ WTRft^rm ^ ?ZT ^ ‘W^dl” ^^aRTT ^ Sft ^ ^ ^ ^ ^ I ^ ^ ^ '3T^ HR^ sfti einTR^ ^ ^ FRf^ ^ ^ 4tl wm #TT 1 ^?R^, wd^dr, vsrt^mr, ^ ^ ^5Tm t ^ ^ ^ ^ f^RT% 'J^t f ^ f ^ 3 t f ^ 'Sftr OT^: H3W ^ ^ ^ TT^ ^ ^ ^ # r WTcff ^ S2TPf ^ T^ cfTRT te?T ^ ^ 1 ^ TR^ f^RT^ ^ eft #fft I ^r #it ^ ^Rf% ^ OTft ’SrfcTvftfcTdT'’ ^ •sil^'sjieii ^ ofk ^ qit^fqch ^d5tdi ^ <3f#^ ^ ^ ^ ^ I I ^ f ^ ^ ^ ^1 ^ ^ I ^ Wd^'dT # T m^RcfT ^ ^ ^ eft ^ ^ ^ ^ W ^ ^ ^ cT^ ^ ^ erM ^-HReft^ wm ^ ^ o ftr ^ cITcR?tT ^ ^ ^ cT^ rr^TRT ^ OTM ^ I *tft ^5W m V 3 R ^ ^ ^ % HRRdT ^ 'Sfh:

84 ^ W «TTl 8H % orf^T^ m m ^f5TT^ ^ ^ ^mr SPTR, ^ ^ qTT#T ^ ^ ^ ^ ^STPJcT ^ ^ w r i ^5TP][^ £Rf ^ ^(TN# ^ ofhr ^ ^ SPTTf^ ^ ^ cfr ^ ^ eft f%?TT ^ ^ TM W ^ ^f m m ^ ^ ’Ip r^ l 8TT ’TR^T tcRT ^ ^ R ^ ^ 3nmr qr wr^ ^ ^s{^m ^ ^ w s r r ^ ^ ^ w m ^ ¥ t t o t ^ STTI ^ ^ ^ af^ ^ ^ 5RTTT I i Wm % cijc|^|cbTT F ^ W T TFt cTmHTT ^rR^rf % ^ ^ ?2TT^ ^ eft ^ ^ tM ^ ^ ^ qftwT ^ ^ wd^'di ^ ■qmr ^ ^ 3TF3n^ ’ ^t T 3 t ^ ^ TTTf^ ^ 1 ^ F^ F*T %TT ’ TT ^ ?ft T ^ ^3f^ I ^ ^ ^FTPft ^ 5 ^ 5T^ ^ TT^ f ? fTT^ »TF?^ ofk TTT^J^ ^?TTW ^PTR ^ 1 ^ eft ^TKPT t ^^f^?TFF5T ^ ^ TTT^ W^TT^ I f^rflTeT ^ ^ % FT^ ^ ^ ^ I W t tI ^ WJT ^ ^ ^ t^TT ^ ^ f^TTT^ FT ^ ^JTT^ ^ 5 T ^ W I ^T ^ r f ^ TFT I f^ § ft -3TT5FRTT ^ ‘4t ^ oi^TTTT Tmr^ ^ snf^ ^ i % te ^ 31T^ W W , ^RM m I F*T^ SrfcmT ^ <3rftr^ ^ ^ ^ ersf ^ t#7tt I orf^Tc^f^ HFT ^ ^ ^ ^ ^ OFR W ^ ^ 'SmTPft ^ eT^ ^ 3W ^ ^ w I OTft msR ^ ^ opM - ^ f M ^TT?TT ^ I flT?TT ^ ^ T T ^ ^ ^ ^ ^ I ^ wm^ ^ ^ ^ ? TTT^TTeTT c z rf^ ^ «3nc*T ^ f^TRTTT ^?T^ t ^TT^ qwr ^ ^ ^ ^T?rf ^ ^ ^ TT^fHcTTOft ^ ^ 11 t Wd^dl # T ^FjTTT ^ ^ ^ '3TPt ^ ^ ld -5 Z T -^ % ^ T - ^ ^ tTFTT I I TTT?TT F t ^ I 3 ^ ^ ^ ^ WK 3 ^ ^ ^ ^ ^ ^ # F^ ^T ^ cITT^f^'^ ^ % ^F ^ TT^ f I qrzrri cZTcpFmw M ^ t r r ^ M ^ i t ^ 35 ^ ^ rr^ ^^hri % ^ ^ qReftcft I % 'T T ^ T^, f^lt ^ ^ ^ ^ I ^ ^ ^ ^ 1” (WT^ ^) ^ SRft% ^ ^ ^ ^ f3fT ^ I ^ sr^ (f^^) ^ ^ STeftf^ ^ ^ ^ ^ dTTcWcft s^t ^ vSr^Hd ^ ^r?Tcft T# # 1 ^f)^5T T T ^ I ^ T ^ T R ^ ^ ^TFTTf ^ ^TTT^ oTw ’ ^t ?rnft ^ ^ ^ frt^t ^ 11 3 t ^ t ^ ^T-^ ^ ^ ^ ^ I ^

85 cllKlf^^ cT^ ^ ^ tl Tif^ % TW^FR ^ l l ^ T T ^ 5?TT^ l l ^ ^ .£ t 4 ^ ^ w m ^ ^FTf^^lt^ ^ ^ ^ m\ qflcT ^ ^ ^ t w ^ ^ ^ ^ m m crft^ ^ I ^ w m ^ ^ M c t ^ ^ ^ ^ ’jft f^r^ w u ^ ^ ^ ^1 # W3T ^ teiftf^ ^ •fft g w ^ #TT ^ ^rmsf 11 ^ cZTRFTf^ ^ ^ ^ f^TcT^ ^i?1^ cTW ?T^ WTWr tM ^ ^ §TtM ^ mSTT ^ ^ ’I ^ ^cFTT ^ <3rf^ SPTf^ft^ ^ wm\ ^JTTw I 3TT^ w r m ^ ^ ^ ^3TTWl ‘mrcf ^ ?Mcr ^ I ^ i^^riff ^ ^JTW 11 ^ji-y-iiRi^H'di ^ orN’ ^ ^§t ^ ^ ^ ^ ^ 7M w ml qR? ^ ?r4t 1^ ^ ^T ^ ^ HMlRcib- ^ -STf^T^ % ^ ^ ^ ?ft fePTf ^ ^ W ^ ^ I TTWrnt WJTcT^ ^ ^ WT% I ^ ^ Tff gJt I 5^ SmR W 5 f ^ #JfT ^ ^ ffesM t m ^ -3ncT[?fhT I ^ onc*T-PPTff%rf 1 WW|R|4> ^ 2TT I ^ ?^cf5r ^ ^ % ^JWT^ ^ 1 ^ # r ^ cTT^-^ ^ qfcT^, ^3^^ ^ ?l<^r=hTft ^ P T ^ ^ ^^TTcTT 5RTTT ^ T^ I % \ m ( iji\ oftr 3^ ^ ^ ?T^ OTT^TTf^ ^ ^ I I '^ W m ^ tttt I 3^1t?TT ^ ^ d'^llvft'^T ^ ^ ^rteT^ ^ ^-^IHT^ ^ ^ ^ m m ^ ^ ^ 1 3m1t <3TRT^ ^ I ^TT’fkTT ^ ^znW ofk W ]f^ oT^TP^teT^ ^ ^ TM w l tor ^ srf^ ^ ^ ^ ^ ^ I ^5^ ^ W*^ tow ^ Tff^ ^ w i vSTM m T T f^ ^ ^ ^ % 7 # # ??r ^ f I IFTRT 5^ ^ ^ ^ TFT I % ^ ^ srm jrm r f^ ^ % 1 ^?TT?rT T?: ^ ^ I ^ s r ^ cRPT cRF ^ F lc f ^ ^ ’ cT^ cT^ o r? f^

tM ^ ^ ^ ^ ^TWl mniPJlch T^ ^ igto yi^

HTTcT ’Tf^ ^ ^T 11 ^§T ^ ortef?T ff^ ^ W t I ^ ^ ^ I I ^§T ^ (3r4^^T^TFTT ^ fk ^ I ^ 3T|^ ^JTFT^, <2^^ ^ f^ m r TO ^ ^ # T 11 ^ TOT ^7T?ftM ^ * ^PTf?T ^ TTt ^ fcT^ "#3T 7 ^ ” TFj^pft ^ ^TTttIM ^ WTT ^ fl

86 Soto : Shri Gora Saha of Howrah - Sccond Prize f § j a j i ® 5 n

Poster : Shri Mahesh Pandurang, Bombay - Consolation Prize. |:TT ^rf^RTT^ $7cf t #T m^TTcTT f ^ f t ^ I I ¥Wr FTTTT W'^clK, wmk ^ ^ ^ WTpq- ^ cptpt ^Tf ^ c^ ^ ^ ^ FT^TT^ ^ ^ I I ^ WT 'Jcf ITFR W§R?fT I I ^ ^ ^ ^ f t f ^ Trf^T^^ % ^ ?TT-'^^ c?rf^ ^ FTcf^ 11' ^3^ '»4t ^ $IH ^ ^ if ^ •4t ^ WcT t ^ 3?W^ I m m STF^TT m ^ f I 5l%?7cT, ^ 90 5rf^§M, ^ 96 ^>f^-^:' I 5Tf%?Td-, ^ 95 gf^TcT, ^ 93 5T%$7?T, ^98yfcf§'RT, ^94 srfcT^Tcf c^tft^TT 96 SffcT?RT f^ltef-Olf^fe^ im^TTT % ^ ^Tf^ sft I ^ ^ W5RHT ^ WT 73 5rfcr$T?T I ^ ^7T?TT I ^ W ^ I I W^, ^ #T 'Snr^rWr I i w ^ttctt w t ^ ^ m?TTcTT 35 !Sf^Tcf ^ I 'Sfk ^ FTR ^ ^ ^Tf^ 5TR ^ ^ cf^ qjEfT^ ^ IT^ W?KcfT ^ T : 26^ 27 ^ ^>*Tl1^T ^ 12 11 ^ *4t TMTcTT ^ I, % ^ ^ ^ ^3W?7T I I ^ ^ f l

cfhrft ^ f^ m r orr^ ^ 'f^TOrr' T ^ ^ <3fh: ^35^ ^ ^ ^ ^ ^ ^TTcTT I ^ ^5ff ^ ^ ^5r^ I ^ czrf^ ^ ^ 3Tter$T ^JRcfT ^r^lfld tr^ ’TO^Hdl t J W <31^ ^FJ^t ^3ft^ #T #TTft M ff^RTT^ ^ ^ T^ f l ^ (3fT^N>, w^rrto) ^ vsn^ijcHch -3ftof§T ^TFTtof ^ ^5ft^ M ^ ^ ^ »q^ ^ HFT WTvIFT ^ I I ^?RcrT ^

^ ^ f^RTOTT ^ 3T?zfcT ’Pfrr mR oiih WT^ 3TRTW <3n1^, WTlf^ch, tWTf^ ^ Tt f I vitil^i'JI ^ ^ TT fSTtf^ ^ ^ ^ HRffN) mR ciJ h ^ ^ ^ I ^ f^ ^ ^3?TT fM f^§ff ^ ^ ^ ^ I W5T ^ FT ^ ^ dPT% #TTT ^ ^ ^5ft^ ^ W( ?T^TT q?cTT I I ‘‘TTT^ i k

87 ^ ^ ^ ^ ^ f^cbRid ^ 11

^ f I < s { ^ f % ^ ^ cfrr ^

2 5 - 3 0 cT^ ^ m :m 1 1 o tm I 3fNM^ ^ ^ ^TT5TTcTT 5lRf^ ^ ^ ^ ^ ^ 3?qT^ ^ TR#, ^?rrn7 cfM toRT 150 ^ ‘200 ^ I ^ w TTPT 3TFnf^ '3fh: ^ y^f^cT ^ ^ 0?r2f?TT^ ^ ^ ^Tfe?T ^Tlf^ ^ 1 ^ ^5liW, cZTNK, ^ ^ '3TR q fM ^ ^ mJ!TTHT ^ S n r f ^ ^ ’TFc^ M ^ ^<3rf ^ ^*T qw 11 ^ 5Rt ^F^THT I 1 9 1 9 ^ ^ ^ 1 ^ ^ s m ITR ^ ^ I ?ft ^zrf^ ^ t t

^ ^dld^ ^ ^ ^nmcTT ^ ^ ^ 5F1^RT^ ^ ^IFRT q? ll ^ W eft fFTKf ofk ^ ^ W T -m i^TM <3fNftW5F 3 W r ’f)’ ^Ttrrr ^ ^srrr^l w ^ ^ ^3TS2I^ ^ ^ ^?RTT STT ^ W§R?TT W nl^T ^ cf?TT 'STJ^^^TTcW ^9[ ^ yr«rf^ ^ qft^T*T ^ ^ ^ I I czrf^ ^ ^ vicMK^ oftr ^ 79 srf^ ^ ^ ^ I ^ cT^TT ^3n^ ^ ^ ^ f%f¥r ^ cznw ^ ^ ^ qr ^TW^ ^ ^ HTSinxTT ^JT^ 11 qft^Rhff ^ ^ M t ^ ^ vicMKcbdl 6fk ^ ^nifecT qft^Rhff ^ cTFTT ^ t

tTR^r ^ ^ TF??T ^ ^ W 3R T t w *T T j^ mRc(c[h ^ ^ f I Hf^iq; TRzff ^ 20001 orf^ ^ ‘‘It <^5l45hM ^ oflr 9TFff ^ ^ <3nf^ ^ eiter^ ^ qf!r ^stpt^ f f^Ri^ % 9ttr qfM^ f t ^ tl ^ mRciJ h f^r^THf ^ f ^ , ^ ^ w\, ^ w ^ ’f t t o fk ^ ^ ^Ct»i

ff^ ^ ^ ^Rqr^ ^ ?rft^ ^ ^sttt <3fk efhMte ^ ^ qr ’ft m f ^ ^ ^ ^ f^chl^d ct^fM m OT#r ^ ^ ^rfM ^ 1950-51 ^54 WTW t ^ W 1 1 OTTT^ I 5 3TPT ^iTWT ^ 'm x ^ 4 ^Rtf 24 ^ ^ ^ I ^ 5T^ #5FTR t ^ icf^ ^ t$nto ^ ^ ^ ^ ^ ^ f I

88 ^ ?f«TT oFq- ^ ^ ^ §TTte f czrf^ ^ ^jftcR ^rqrf^ ^ t % I I I im w tor-%^RT ^3TPI% ^ ^RT^

^ ^ w m w ^ w %aTT ^ ^^nsq- <3nf^ ^ ^ ^ ^ ^TT^ fvTTiRTtt % I I ^ cT^ HTTcT ^ vRWTT ^ v^^KmC I JTf^ 'W W ' m ^^Hdl ^ %?TT ^ ^ w I 'sfk ^ ^ ^rtfecf qftwT ^ ^TTW ^ i+)i45hH ^ ^ mR'JIIM f 1 ^^^ ^ f F I ^ f l ^ !?^NchlO T ^ ^^TfRTT^ ?Tft^ ^ y^T, ch^lUcK, J^JRTcf 6fh: ^ 14 ^ ^ ^ ^ ^ 5F3FR-WT ^ ^ m % \ # T cbHf

l l '3TM ^ t§nf^ 5^ ^ M t ^ ^ t ? W 3T5»TR cPTRT I I ^ % WT^TTcR ^ ^ ^ l^chcll cf^t ^|cn| Tff ^ vJcMH ^ ^ f^R?TT?TT ^ eft ^ HIH'rf^TR ^ ^ I I W^ ^ Hf 5RT ^ f^McTT ^ TFTT ^ r f ^ I vTPf^Fltt ^ OPTR ^ ^ # I I 'SRf: ^ ^3TW I I ^ n?RT ^ f^FRT ^ TFt f I ^ f^R?TT eft '‘T f ^ ^ ^?TT ^ ^ ^ ^ WT ^ ^ T? cT^ ^ I ? I

3R?TW ^ ^ '3TF5T te m § ftw ^§T l^cbRid ^§ff t o n f^ f ^ f^rwH ^ ^ ^ M % ^ Wr I % t a HT5TTcTT ^ f ^ r ^ ^ I f^RFRT ^ ^5FTF3T ^ C2TTW HRTTcTr ^ ^ HFT-m ^ %?TT ^ %TT^ err^^ I ?n% ^ ^ ^ ^ ^ ^ ^ SRTT ^ ^ f^RT^ ^ I I ^ ^ ^ I ^3^TFT^ ^ ^ ^J^TFTT ^ ^ ^ WM ^ WK, ci'cif^i^i ^rrfltr I ItR f^RTR ’JcJTT 173 I, 1^ 108^ ^ I, f^F^ 5[F?f^ ^ I eft ^ #5f, ^ ^ ^ ^ 5TM ^ I '3fh- ^ 50 ^ f , f ^ T ^ ^ ^ ^5TH% ^ ^FF# #fftl ^ ^ eft ^ ^TT«TfW m ^ \ ^ tar ^ 11 ^ f ^ ^ nmr ^ ^ ^ ^TMT ^ # ^5TPRT Wiimi ^ sif^Tcr HRcf ^ w4\^^ I, vRitfw II trg # n r ^ ^ eft ^ ^rrf^ir i ^ ^ ^ ^ eTWr 20 I I ^5TWf^ 'qTTcf ^ ^ ^ 11 ^ H§lt^ ^rf^ I ^ ^ ^ ^ 1000 q r 90 ^ ^ p m 11 ^ ^ c^MT ^^cRltt ^ '3pq- ^ T n m % ^ t I ^ ^ ^ ^ ^ rr?Tr3J ^RSRTfl '# T '3TTT' ^rSTf^ f ^ T ^ , dfk ^rrf^ I ^^TTeTT ^ f^ feRT ^ fTR ^ ^ ^ ^rf>RT ^ ^ ^ t ^ ^ ^ WTt q r w I

89 ^ ^ ^ f^RTT ^ 5ft ^ t ^ cTT^ ^ ^ t ^ I, ^ ^ fTT^ %?TT ^ ^ ^ ffeJTW #T M?T^ ^r '3fh‘ ^ 3 ^ ^ ^ 5M t 1 ^ ^ ^5T ^ I «TR ^ ^ ITF t % ^TWT ^ f^TT^TT I ^ ^n^FRT I ^ TRTRrf^ ^ 5M^ fTT c^T ofrr ^ I I ^Tf^ %FT ^ ^ ^ qf ^ I ^ W T ^ WTTT ^ ^ ^ 13;^ t ^ f I Or^TT 5fR ^ dPTR ^ ^ HT5TT ^ M^'HiRld' ^ ^ ^ ^ c?rf^ ^ Tj^ ^ ^ ;JTT ^ fMW #fTT %Tf^ ^ I ofbr qftwT ^ 11 ^ ^vm ormiT 11 ^ ^RfiTR ^ ^ 'sfhr ^ r f^ ^ ^FTMT '3TT ■ T ^ ^ ^ 5lHI^H ^ ^

^rNh 577 ^ oiWT f^^cff ^ v3T^?TT £nff^5T cTSTT j%5Jcff TT OTmrftcT 'TF2T' ofk 'fdl I ^ ^ itpt w ftct, m tW , vfNnf^r cj^ v m ^ ^ ^ WT ^ 6THTW ^ ^ ^ I ^ ^ FW ^ ^ ^ ^ w I I ^ OTT^^ I ?TT% M OTT^f^ TV^ ^jRcTT ^ 5TTf^, ^IHlPlch, HRff^, ^^T#T ^ ^ 1 ^5ft^ ^ felT 5RR I I ^ 5RTRR ^ s M - ^ ^Mchld ^ ^ ^?RcTT ^ m§TT #TT I I WfcTT f^rf^ TR^fcT^ W W ^PJ5 ■ ^ ^ ^3^ ^ftiM ^ ^ ^ W T cR? ^ ^ w R rm F7TW ^ I I ^ f^frRT t, % ^ 11 '3RT: f^?n qr M r I ^ ^ ^ ^J?RT <3T5E5r Ftef^r l l ^Tt ^ f^Rlit ^l^fach '3T«T^ t 11 ^icITf^dT, f^lWR ^ f^^TTdT I ^ ^FT ^?RT ^ eF5TFT^ ^ I ^ ^ ^ cTHRTT^ %?TT ^ srf^ ^ c^rf^ #T MldNi'Jf ^ §TRRf ^ ^ ^ t e t 11 ^Fe^TTwrft srfM^ f=T% ^ T W cTraFf^ I I c?rf^ ^ ^ ^TSKFT ^ I W T rT^ OTT^ ^ cTTO ^ c||d|c|^ui ^TFT ^ HTTcft^ W^r ^ cznW ^3TW vjllf^clK' t #cTT I I f^?TT ^ I ^ cT ^i-ydiMciK ^ I f^Ri^ f^ m f I Ff^ffcT^ '3{^WT ^ I I m?TT W T ^ FT%T ^ y W T ^FT4?ft^

90 t l ^ iTT^ t ^ ^

< 3 r M I I ^ f^ST% t ^ 1986 ^ ^ ^ opTT ^ ^ f^r^ f t ^ 3TFft sfti ^rf^ SZTR TOI f?n^ ^ ^rf^wr t ^ f w ^ I ^ ^ ^3Rm W m ^

%^TFWT W5T ^ ^ t ^vRT ^nt^ I ^51T ^T ^ W Trf^-'3n^ ^^?TFT WRT ^ ^ f^r^ ^ % ?rW ^ q f-f^ I ^ ^rtoT'Sff ^ ^ w n to 7 c^cfFTT ^ Fm ^FFTT STT ^ cil«+)d^, ^IHIdf^^ fsF^TP^m ^ ofk ^TWcTT fW t t I wiwr nf?lt ^ 3fh: ^ TT ^ i 5rc^ THH -TOf^ ^ H^'^MHr !?TgcT ^ 8ft | ^ ^ “itt ^r^ft ^ ^ ^

0 T 3 ^ ^ ^TRT ^ ^ f^TOT ^ ^ q R T I

^ trt^jPTTft I ^ ^ STe^ '^FlRch ^ ^ f ^ l f^?TT^ ^ TT^ ^?TTcTT fj^§R ^ ^ ^T^sbH ^ I I f^RW ^ ^ ^ ^ I ^ ^mTTT^ ^ f^?TT ^ fTR ^ rlT% ^ ^ w| TT^ ^ ^ ^ t TM^fclch ^ |l HR^ W ( ^ 5RT f^RT^ ^ •‘TT^ 5firm I 1986 ^ TT^ 3^^ SFTm ^ ^ %aTT '3fh‘ 5TH ^FT ^ ^ ^ f^?TT SRT% c^ ?T5^ ^

^ ^ f%iR^ T? ^JfRT I I %T % ^ ^ WT ^ ^ ^ ^ OiP|c||iidl ^ '3ftr ?2TR '3n^ f ^ ^ ^ ^ ^ cznw 5raTT qf^l ^FTFTT m I '3fh‘ 1995 ^§T ^ 14 ^ ^

^ ^ g W f^^TT ^JW SST ^7TT% ^ 3 ^ : TF3f^ ^ ^ ^ I I ^ T { ^ w m I ^§TT t % ^ Fmft^ §Tfe^ <3TSt ^ '3T3FTT TFT^ ^ ^ I, cRff^ ^FTT^ ^ HI^TTcTT ^ ^ M t ^ m p f t I ^ Mfcif^M ^ ^ w n i t l %

TT^^dl^ ^ ^ ^ ^ I ^ ^^mfhmr ^ ^ I m m m o f k ^

^ ^ ^§TT ^ cT\c\WH ^ I < M ^ R | ^ p ^ ^ % m?Rcrr f^^rr ^ f^RTM ^ ^ ^PTFT HHF3T ^ czn^ wq^ ^ ^ I ^ ^ ^ eft I, ^ ^ ^nfl^ ^ t ^ TTjTsq- ^ ^ ^ I , ^ ^^TRT W J - I ^ ^ ^ eFR I ^

^ ^FFTT ^'^JTTcfT | l ^ ^ ^ ^ v 3F N ^ ^ R T t ^ STtfT

%?TTcTT ^ ^ ^ ^TRT ^ I I ^ ^TW TT§H ^ ^HcIHI <3fT

^ I ^ OTT ^ I ^ ^f^MH ^ g?T ^ qt ^ ^ 1 ^-FR^q" qft^ ^

^ I ^ ^ T^ ^ I ^fteR f^mf^off ^ snRT45 ^ v3f^ §Trf^ f^ ^ ^ ^ ^ 10 ^ ^ ^ftcTT ^ ^ 5 T ^ I m^TTHT ^ ^ ^ T P T fM ^

?Tm^ ^ ^ 14 ^ 0H5 ’jtt ^ ^ 3 i M ^ ^ ^srf^PTRT^ ^ vafh- <3T^mFf f^5H ^ ^ 'tTRcf ^

5rr?T7?iT ^ 5 2 . 1 1 s r f ^ M I ^ ^ c ^ f^ '3rr^ c|Ic^ ^r^TFft, ^(chiO l^vff^Rft ^ W W 'tTM ^ ^«TT ^ WTcT ^TfMcT,

91 ^ ^ V j^ ^KfoZT 3flT ^ f^T^ i

^ ^ 6ffM^T §m ^ ^ ^ jrmr t ^ nrn f i

92 Photo : Shri Arbinda Bhakta of Calcutta - Consolation Prize, 1 &p^;.v

w M a W

-C

■"f^- *? > iS • ■ '■

Photo : Shri Rajendra Kumar Samal of Orissa - Third Prize. L iteracy F or L iberation -T he Silen t R evo lutio n

K a r t h ik a S a s i K u m a r

E are all born illiterate. Those of us who have. power and prestige. De-colonization led to popular expectation for which literacy was a sine qua non; by virtue of circumstance, access to education, attain literacy became an area of investment for the state. literacy Those who are not so fortunate are condemned to illiteracy. The unequal distribution of literacy in society can be traced back to its evolution in ancient civilizations. But the plight of the illiterate is no longer Reading and writing most probably arose as an aide- irredeembale. Every civilized nation, including India, de-memoire formerchants. Administrators and priests is making a concerted effort to achieve the resolution of adopted these skills for the maintenance of records and the UNESCO General Conference, of entering the 21st references. Literacy ceased to be merely a medium of century as a world free from illiteracy. Literacy cam­ communication when scholars, who had formerly used paigns are being considered a basic human right. it tojot down notes, began to employ it as a tool to bring Illiteracy has been transformed from the accepted state logic and accuracy into their work.. of the majority of the population to a social evil that heis to be eradicated. Thus, literacy was confined to the upper stratum. Those who were aware of tliis tool, but saw no appli­ The drive for literacy was the inevitable result of cation for it in their occupations, did not acquire it. This the development of commerce after the 15th century. class included ruralites, women and the poor in gen­ Modem orgathe three Rs, and soon only those who eral. Literacy was the technology of those who needed possessed them could move up in society. The inven­ mental effort, and so was neglected in manual, rural tion of printing, the spread of libraries, and the paper­ and housebound ocupations-a neglect institutional­ back revolution provided the tools for literacy. The ized by heirarchical divisions. Literacy, therefore, was emergence of nation-states and colonial empires neces­ not the origin but the consequence of social divisions. sitated a centralized and invasive administration lead­ ing to an enhanced role of the government as employer This arrangement was self-perpetuating. In later of the literate. Protestatism and similar movements ages, even when there was a desire on the part of the that emphasized personal reading of the scriptures traditionally illiterate classes to become literate, the gave a religious impetus for reading. Democracy, now educated resisted it. For example, the British upper universally in vogue, implies debate through the writ­ classes, perturbed by the French Revolution, defeated ten medium: posters, pamphlets, newspapers, etc. The in 1807, a bill on universal elementary education in right to vote was sometimes restricted to the literate, parliament. A Mr. Giddy, later President of the Royal forexample, in the southern United States, giving them Society, declared on the occasion. It would teach them

93 (the labouring classes) to despise their lot in life, in­ letters and words. Literacy is "a means of embodying stead of making them good servants in agriculture, and language in a visual form and therefore, a technology, other laborious employment to which their rank in but its spread and consequences are not the result of society has destined them; instead of teaching them technological determination. subordination, it would render them fractious and refractory ...According to the humanist thinker, Paulo All over the world, literacy is no longer defined in Freire, what Mr. Giddy really wanted, (and what the the formal and scholastic terms of the 1948 definition elites of today want, although they are not so open by the United Nations: The ability to read and write a about it) was for the people not to think. Since the simple message. The 1962 UNESCO definition ac­ Gidd ys of all epochs cannot think with the people, they knowledges the wider role of literacy: A person is cannojt^let the people think for themselves. literate when he has acquired the essential knowledge and skills which enable him to engage in all those This attitude, exacerbated by colonial arrogance, activities in which literacy is required for effective was reflected in British rule in India too, and can be functioning in his group and community, and whose identified as the main cause for the overwhelming attainments in reading, writing and arithmetic make it number (450 million) of illiterate Indians today. Even possible for him to continue to use those skills towards though India, during the Mauryan period (3rd century his own and the community's development. B.C.), along with Greece and China, had been one of the ealiest literate civilizations, by the medieval period a The term 'liberation' has b<^en even more misun­ substantial segment of the population were illiterate. derstood. Communist thought, in spite of its failure in Furthermore, unlike Europe, there was no Industrial the practical conduct of governance, insists that once Revolution to stimulate the spread of literacy. The the overthrow of the bourgeoisie society has been educational opportunites made available by the British achieved, a 'free world' is automatically created. On rulers were restricted to creating a class of Indians who the other hand, the capitalists consider that the 'free were'English by intellect' to, man their administrative world' implies the laissez-faire economy, since this apparatus. Consequently, apart from a few reformist interpretation is best suited to their intersts.Freire has movements like the Deccan Education Society and the evolved a concept of liberation that, unlike the views of Aligarh Movement, no efforts were made for a wider the Left or the Right, implies liberation of both the diffusion of literacy. Gandhiji realized the importance oppressor and the oppressed. It does not protray the of mass education; but the struggle for political free­ former as a demon, who is to be violiently subjugated dom rightly took precedence. by those whom he had formerly exploited. Instead, this humanistic concept declares that conflict should be In 1947 we were politically liberated. Literacy, an replaced by dialogue. extremely significant component of liberation, has, however, not been fully attained. It is not difficult to see But preceding the dialogue there must be a univer­ that this deficiency has to a great extent nullified the sal 'conscientization', which is defined as 'learning to freedom that we claim to enjoy. perceive social, political and economic contradictions and to take action against oppressive elements of This link between literacy and liberation, to be reality.' Thus, in the first instance, consienlization understood, requires a deeper interpretation of both reveals the social reality. This reality is further to be the terms. The humanist thinkers believe that literacy analysed so that the interests and methods of those cannot be reduced to the mere mechanical treatmentof who determine it are explicitly shown. But

94 conscientization cannot stop at the stage of revealing Literacy bestows mobility-for example, a farm reality. It must show that the real world is dynamic- labourer may move to more advantageous employ­ and reality is an ongoing process that can be changed. ments, if he is confident of reading signs in a strange The fear of theupper strata that conscientization would town. It presents a person with a range of competing lead to destruction is unfounded, because world-views leading to a synthesis of his own making. conscientization makes it possible for the oppressed to The dispossessed who have become literate, are more influence the reality as participants in the historical willing to reason for themselves and less tolerant of process, rather than by destroying the existing reality. arbitrary authority. In this way, they force those who It makes the individual a subject instead of an object by had been profiting from their ignorance and apathy to involving him in the transforming act. Thus it is a become more humane and ultimately to bring about a process of humanization. more equitable distribution of resources.

A true dialogue can only take place between those It is apparent that this kind of literacy would be who are fully humanized those inimical to the interests of those, irrespective of their ideology, who prefer domination to dialogue. Freire who have named the world and changed it. The points out, in his famous book 'The Politics of Educa­ dialogue will represent the world to each of them in tion', that the educational system under a 'dominating' another, different way and force them to rename and mode is 'anti-dialogical'. The learners are considered recreate it. To be fruitful, this dialogue should exclude to be wholly ignorant, and at the receiving end of the any attmept at domination and any prejudiced as­ process of knowledge-transfer by the all-knowing sumption that one's knowledge is eternally and invari­ teacher. This is called 'the banking concept of educa­ ably valid. True liberation is the outcome of this dia­ tion'. The student is only a vessel to be filled with logue. knowledge, which is a gift bestowed by the teacher, and education is an act of 'depositing'. The method of Literacy, in its wider sense, is extremely significant instruction and the materials in literacy campaigns to this process. Walmsley calls it a major vehicle by carried out in this context propagate the mindset that which the 'oppressed people' are able to participate in knowledge is absolute and that the world is a given the socio-historical transformation of thier society. reality. They encourage the learner who are, by neces­ Literacy transforms the person from a passive object to sity, from the disadvantaged classes, to accept the an autonomous subject. exisiting order. They only develop those skills that facilitate their adjustment to their 'place' in the social This contribution is made possible mainly because, arrangement that has already been decreed by the as Goody says, Literacy is a technology of the intellect. privileged sections. This kind of education brings about It provides a stable reflection of thought, which can a loss of critical consciousness. then be advanced, by the thinker himself, or others. Modes of thought in a society are shaped by the Therefore, it is well suited to the interests of the prevalent concept of literacy. For example, certain elite which demand unquestioning adaption to the rational operations need the medium of writing. The world that it has created. So long as the position of the psychomotor operations developed by literacy also elite at the apex of the social pyramid is not threatened raise the level of mental attainment. The literate, it has by the aspirations of advancement of the lower classes, been proved, are more receptive to the acquisition of itencou rages literacy as an instrument to develop their skills and better able to retain them. traditional occupations. A historical example is the

95 preservation, in Thailand, of one script for sacred identity. Bhasin's analysis of the primers aimed at literature while another was used for administrative women, revealed that they conformed to the world­ and literary purposes, ensuring that the mystical supe- view of the urban middle-class male. The model of riori ty of the priestly class wou Id remain unchallenged. Indian womanhood that these books propagated was Simply denying access to literacy, as in the early 19th that of a 'gruhalakshmi'-a housewife and mother. century British instance, made sure that the deprived While this ideal might have been appropriate to the classes were kept 'submerged' in an ignorance that upper classes, it alienated the 50 to 60 percent of rural inhibited awareness, let alone concrete action to rem­ women (the actual targets of the campaign) w^ho are edy their situation. About ten years before the French involved in agricultural production. Revolution, the French Attorney-General had written, "The good of society demands that the knowledge of It is often assumed that illiteracy is synonymous the people should not exceed what is necessary in their with ignorance and stupidity. The illiterate who has a occupation. Every man who sees further than his dull large fund of commonsense from life experiences is daily round will never follow it out bravely and pa­ considered to be useless. This lessens his motivation to tiently. "He had come to the realization that it is leam by eroding his self-confidence. Literacy cam­ dangerous for the victims of injustice to recognize paigns on the above model are naturally rejected by the themselves as such. common people. Even one who conquers the fear of change and musters the courage to enroll, is confused In general, however, rather more subtle measures and alienated by a depiction of his world that does not are adopted to keep the lower classes "where they reflect its realities, and by the supercilious and patron­ belong". The propagation and institutionalization of izing attitude of the ed ucators. When the unlettered fail mytl^ indispensable to the preservation of the status to show enthusiasm for such programmes, they are quo is such a technique. A colonial myth that was labelled lazy and resistant to change. successfully planed in the minds of the colonized was that the imperialists carried the burden of 'civilising' Even when these campaigns succeed, they do not the 'barbaric native.' bring abou t a change for the betterment in the lives they have touched, because they strengthen the existing A contemporary example discussed by Kamla pattern of power in the name of reform. They only lead Bhasin relates to seven primers used in literacy camaigns to the disillusionment of those who had dreamt of in North India. They depict government plans and achieving the 'ideal' life depicted in their upward programmes as functioning faultlessly and govern- mobility. The neo-literate is then forcibly co-opted into mentservants asdedicated and honest. The campaigns the oppressive relation - usually as an intermed iary. He also attempt to conceal real-life conflicts. The village joins the i*anks of the middlemen, money-lenders, community, for instance, is projected as a model of petty officials and local politicians and vies with them harmony. The ever-present exploitation of the lower in consumerism, corruption and also exploitation of castes and classes is never discussed, lest the learner the under-privileged, of the class he was, at one time, identify himself with the oppressed character in the a member. book and recognize the fact of his own exploitation. Exploitative relations have always existed. But the While the prevailing concept of literacy has ig­ establishment tries to stop the victims from nanrilng nored the liberating aspects, expectations from it have them as such.The imposition of the values of the upper been exaggerated in other aspects. Conventional lit­ classes on the others also destroys self-esteem and eracy in itself does not bring about moral regeneration.

96 At the global level, itis the highly educated 'advanced' that undermine liberty, equality and fraternity-the society that creates the most threatening problems like imperatives of democracy. pollution and nuclear war. At the individual level, a literate is not necessarily more modem. Wife-beating Imposition of programme content, however well- and dowry deaths are prevalent among the educated intentioned, is not 'authentic' education. True literacy sections. Roop Kan war, who was burnt alive as 'sati' in is carried on not by the leaders for the followers, or 1987, had ten years of schooling and the village of about the followers, butby both together. The educator Deorala where this incident occu rred had 70 percent should realize that the illiterate is the victim of a literacy. The assumption that literacy leads to situation that he himself has escaped by an accident of prosperityis facile and unrealistic. Worse, it puts the birth. Determination and understanding, not pity and onus on tfie poor for their state. People are not poor contempt, are required to face illiteracy. The programme because they are illiterate; rather they are illiterate must be founded on the culture of equality if it is to be because the socio-economic fact of their poverty has partici pa ti ve, and, no progra mme can be emancipa tory denied them access to literacy. that is not participative.

The neutrality of education has been shown to be The model of 'pedagogy of the oppressed' de­ a myth. All instructional literature reflects subtle judge­ scribed here, is especially relevant to the Indian con­ ments and ideologies that leave a mark on the neo­ text. In countries such as Brazil, Nicaragua and Cuba, literate mind. So in the new literacy the underlying literacy was an off-shoot of radical politico-economic agenda should representa movement againstdomina- changes. But India, by the very nature of its ethos, can tion and for knowledge and skills providing the only adopt a gradual process of change that we call conditions for social and hence se\f-emancipation. development, which is analgous to 'liberation through dialogue', and therefore implies emancipatory literacy. The form of education that incorporates these elements is called 'problem-posing'. It stimulates the In 1988, the National Literacy Mission (NLM) was emeigence of an awareness on the part of the learner launched with the motto 'Education for AH'. The very about the underlying and true nature of the world he objectives of NLM are in line with the view that li teracy inhabits, and his role in it. It recognizes that knowledge means more than deciphering characters. It has four is always linked to power, that customs area functions objectives: Literacy (reading and writing). Numeracy of concrete class relations and that all interaction is (skill with numbers), Functionality (utilizing knowl­ influenced by the dominant ideology. It does not re­ edge for practical purposes), and Awareness (applica­ strict illiteracy to those who cannot read and write. It tion of the skills for the betterment of oneself and the recognizes that one is politically illiterate if one takes society.) Awareness, by the under-privileged, of the social reality to be a fait accompli rather than some­ reasons for their present 'deprived' status and improv­ thing that is still in the making. ing it through participation in the development pro­ cess is an important implication of functional literacy. Problem-posing education teaches the learners not to treat the world as a static reality. Their personal The silent revolution of empowerment of the dis­ situations must be seen not as fated and unchangeable, possessed is well under way. In Kurnool district of but as challenges. It replaces resignation and fatalism Andhra Pradesh, the Dalits of Jillela who were being by an urge to enquire into, identify and improve upon used as bonded labour, were awakened by the Adult those prevalent social, economic and political factors Education Centre (AEC) of the RFLP Project, and they

97 demanded full wages from their masters. In auctioned quarries were given to societies of women Boxibarigaon, a village in Orissa, the tribals used to be workers and quarrying was carried out in spite of afraid to speak before visiting government officials. oppostion by the local powers. This new assertiveness But after the AEC made them conscious of their rights, was nurtured by Leadership Training Camps for the they demanded arrangement for electrification, better neo-literates. bus transport facilities and the establishment of a Primary Health Centre. In Pud ukottai district of Tamil "If youjusthelp in creating anatmosphere, the rest Nadu, the Total Literacy Campaign not only achieved will be done by the atmosphere itself. Even the wing­ 90 percent literacy in the target group within eight less leaves rise high like birds when a powerful storm months, but also improved the status of women. They comes. (Vinoba Bhave). The atmosphere is being tre­ were given training in non-traditional skills like cy­ ated for the illiterate, rendered wingless for too long, cling, welding, gem-cutting, etc. The major spin-off to launch their flight to liberation. ♦ from the campaign was the release of quarry workers from the clutches of contractors. The lease rights of un­

This essay by Ms Katthika Sasi kumarfrom Hyder(d)od luis been awarded the consolation Prize.

98 Photo : Shri Pranlal K. Patel of Ahmedabad - Second Prize. ...■ :-‘V ' "** . •5i'"*’<' ^ '>»~'*''*''l

Photo : Ms. Mona Chirayath of Chandigarh - First Prize L it e r a c y F o r L iber a tio n

S an jay K u m a r D ash

literacy is oni* of the mediums of conveying members, it is necessary that all the members are made ideas, thoughtsand experience actjuired overtimeand literate. space among the people. It enables the people of a society to be aware about the events that take place As enshrined in the preamble of our constitution, around them as literacy is tiie medium of passing the the citizens of India are to enjoy the liberty of thought, information from one person to another. Literacy helps expression, belief, faith and worship and justice in in understanding the position of human being in the social, economic and political fields. But in a country social, economic, political and cultural activities of the like India where only 52.11 percent of the total popula­ world. Education is the culmination of the process of tion is literate, this opportunity for those citizens has learning while literacy is the early stage. Literacy as failed to percolate to the grassroot level. What follows well as education broadens the outlook by providing from the above facts is that by guaranteeing certain information, and thereby, develops the capacity in rights to individuals in the constitution is not enough man to overcome the adversities in life. Knowledge, to bring about an all<196>round development of soci­ which is increased through mass literacy, helps human ety. If in a country, the citizens are not aware of their beings to be courageous to show their competency opportunities and status, any developmental against the odds and not to bow to the pressures in life. programme will not be completely successful. This Literacy notonly helps in understanding the problems awareness can be inculcated to the individ uals thrc^ugh in the society but also it helps in thinking about the education. As literacy is a part of education, hence, alternatives. Only the literates can analyse the prob­ there is a positive correlation between literacy and lems from quite diverse angles and can pick up the best development of the society. A country becomes rich solution out of the all possible alternatives. The liter­ and prosperous where all the citizens are literate. An ates enjoy the liberty provided by the constitution of a augmentation in the Member of literates among the country in a much better way than the illiterates be-: poor people help them from being exploited by the rich cause the literates are capable of keeping themselves people. The literates by far enjoy greater liberty and away from the exploitation by the richer and stronger avail more opportunities than the illiterates. And the people. Therefore, the process of development and most important aspect of literacy is that it helps in literacy are supplementary to one another. There is a scraping out the social distinction like caste, d ue to the positive correlation between illteracy and high mortal­ employmentof skilled educated masses in contrast to ity rate, poverty and low productivity and depriva­ the lower castes in public offices. The number of tion. What follows from the above statement is that in illiterates is more in lower castes than in higher castes. a society where the people are illiterate, the quality of As social distinction poses a major hindrance in the life is poor and vice versa, in order to make a society developmentof india, agreaterattention to the literacy progressive and to bring all round development to its pn^gramme will help the country to develop faster.

99 Although the directive principles of states of the citizens of a society and enables them to make more constitution enjoined upon the Government to provide efficient choices. free and compulsory education to the children of age below 14, the achievementof complete literacy in India The social malice like sati, child marriage, system is still far from reach. According to the 1991 census, of dowry, etc. can be eradicated only when the women overall literacy level in India is 52.11 percent only, the come forward to protest against such evils. Such.ac­ male and female literacy level being 63.86 and 39.42 tions will be taken by women when they are literate and percent respectively. The level of literacy in urban have the capacity to understand their status in the areas is much higher than that in the rural areas. The society. The gender discrimination is very much ram­ difference in level of literacy between male and female pant in the lower income families and strong prefer­ is quite significant in rural areas. One of the most ence to male child during birth has aggravated the interesting facts about the literacy of India is that in all already lowered status of women. By the technique of the states and union, territories the level of literacy of aminoscentesis, sex determination is possible before male is higher than that of female, and, the more is the birth, and it has led to a large scale abortion of female level of literacy of females, the more is the total literacy foetus. The girl child is exposed to several forms of of the state or the union territories. exploitation and atrocities in the society. As economic condition is the major factor for gender discrimination, From the above discussions, it is clear that to the parents will not be biased for male child when they increase the rate of literacy of the country, there should see their daughter can earn. This will be possible only be more emphasis on the educations of females. It will when the females are well educated to get job oppor­ be more successful when all Hie girl children are liter­ tunities. ate. The rate of female literacy is related to the life expectancy. The country having higher rates of female Education of children makes the backbone of the literacy has also higher value of life expectancy. There­ development of a country. Keeping in view to provide fore, the planners of the country should make policy universal, free and compulsary education to all chil­ which will not only give much attention to provide dren upto the age of 14 years, the National Policy oi? education to all the girlchild but also should assure Education, which was adopted by the Indian parlia­ social liberty along with the opportunity for education. ment in 1986, resolved that all children who attain thf The education of females should be regarded as an age of 11 years by 1990 will have five years of schoolinf input for the development of the National rather than or its equivalent through non-formal system. Like enable them read and write only. The impact of educa­ wise by 1995, all children will be provided free am tion on women can<196>not be overemphasized in compulsory education upto 14 years. Severa domestic lives. Starting from the child survival to programmes like Operation Blackboard and Non- Foi health services of the society and from food production mal Education Programme, etc. were implemented t< to industrialisation of the country<196>cach one is achieve the goal of universalisation of elementar dependent upon the level of female literacy of a society. education. Even then, the rate of dropout at the ei The education of women is more important in third ementary level continues to be high. This high rate < world countries like India because educated bodies dropouts may be attributed tp the poor economi adopt quickly to uses of contraceptives and other condition of the parents, lack of infrastructure of tli health services. Educated women get better opportu­ school, inclination towards earning mone/ at an earl nities for employment. Besides, education empowers age, and the absence of interest for education in tl women to exercise their rights and responsibilities as Society among lower class people. It has been a trer

100 among the poor parents to equate the benefit of send­ children should be trained to make something, for ing their children to school with the benefit of sending example, plates, sieves etc. With bamboo, which will them for work. It is the economicinterest of the parents, generated certain amount of money<196> of course particularly in the lower income group, that deter­ not at the cost of education. If certain idea or skill be mines the fate of the children in future. The parents imparted to the students in schools in rural areas which cannot be blamed for such awkward situation. When can generate money in future, them there will be a the expenses of the children's education cannot be met significant increase in the literacy because the society by the low income of the parents then the pafents are will be motivated for such type of education. Such either forced to stop the children from going to school training should not hamper the elimentary education, orborrowmoney from the village money<196>lenders instead; it should give ideas to exploit the natural to continue the education of their children. But the resources like land, forest, rivers, which are readily example of the latter is extremely rare. Another factor available to the villagers. What should be done is that which causes distraction in education of children of the system of education in rural areas should be made poor families is the availability of opportunity to earn a bit different from that in urban areas, where it is costly money by working in the agricultural fields. This has and has no relevance with the environment. But care led such children to feel proud of earning at an early must be taken that the brilliant boys from rural areas age and in helping parents economically. The malaise are not being deprived of their education. Proper of child labour is bound to continue unless the eco­ incentives should be given to encourage such jewels in nomic condition of the parents is improved. the villages because it will hel p other boys to pursue on their foot<196>prints. This system of education is Children are the future citizens of the country. The appropriate to Indian condition because it has been development of a nation entirely dependent on the experienced that by mere diimping of books and mak­ growth of the children, both physically and mentally. ing schools in tribal and hilly areas, highly educated Child ren should be brought up in s uch an environment mass will not come out. Therefore, it is better to pick that there should be enough opportuinty for the allround out the few who can read at higher level and let others development of their minds. Such environment! exist get education along with the knowledge for work to where children are given proper education. Children generate money. This educa ted creamy layer will auto­ will get education where there is mass awareness. matically increase the level of literacy in that society. People living in urban areas are well aware about the necessity of education of the children and, therefore, Any plan which aims at eradicating illiteracy in a the level of literacy in urban areas is much higher than country should give prime importance to adult educa­ that at the village level. Any plan which aims at eradi- tion. It arises from the fact that adult people are the ‘cating illiteracy among children and freeing them from pilots of a society. The literacy rate of the adult people physical workforeaming must be prepared to meet the throw light on the success of a literacy campaign. It is discrepancies that exist at the village level. To increase customary to say that hardly is there any literate The number of enrolment in schools, meals should be parents whose children are illiterate. If the adult of a provided mid<196>day. Altough this system exists in family are literate there is every possibility that the some areas of our country, poor management has led younger generation wil I be more ed ucated. Besides, an to a false conclusion that mid-day meal cannot pull the i ncrease i n the number of li tera te ad ults in a society will children from work to schools. In tribal areas or hilly improve the overall social, economic and cultural de­ preas, where the average income of families is quite velopment of the society. Literacy helps in increasing low, the system of education should be changed. The awareness among the people by providing more infor­

101 mations them. There will be more number of alterna­ alleviate the shortage of money, yet the exploitation of tives for these people in any problem in their life. Not farmers by local money<196>lenders continue. The only literacy helps the people in choosing the best situation turns worse when the farmers are compelled alternatives but also it improves the reasoning capacity to give their lands to the money<196>lenders as mort­ in them. And that helps them to think about what they gages in order to lend money. Sometimes these money, are and what course of action they should pursue. The lenders take the advantage of illiteracy of the borrow­ course of action by the adult people in a society builds ers and show them false accounts to occupy their lands. its culture and has an imense impact on the younger To solve this problem, it is required that all the people generation. should be made literate. Once these people became literate, they can take care of themselves and can In vie w of eradication of illeteracy of 8 crore adults minimise the exploitation by money lenders of the in the age group of 15-35 by 1995, the Governn\ent of village. India launched National Literacy Mission (NLM) in 1988. The emphasis in all programmes of adult educa­ As we have already discussed that the plan which tion is now based on street plays, TV, radio, newspa­ aims at making the country completely li terate should pers, etc. All though the Total Literacy Campaign has be implemented properly in the areas where the illiter­ been concluded successfully in kerala. Pondichery and ates are large in number. For example, in the areas a few other places, a major part of the country is yet to where dams are constructed across a river, people achieve such success. As long as the programme fails from nearby villages in forest or hilly areas come to to mobilise people for literacy, the achievement of work on a daily wage basis. There is every possibility complete literacy will remain ever as a dream. Any that most of these people are illiterate. As the new programme which aims at the development of the pfiVjecls like dams or big canals give emp loyment to the mass must be aided by the cooperation from the people people of nearby region, this advantage can be taken to for its success. To make the people literate, it is the make those people literate if thegovernmentannounces primary duty of the planners as well as the workers to that no illiterates will be given any work in such create interest among the people for learning. Unless projects, it is true that if such rule is made the illiterates the illiterates get clear idea about the advantage of will find alternatives and may give attention to some reading and writing, over their existing condition, it is other work. But, if the government provides them with very difficult to make the literacy programme popular the facility for learning free of cost, then these people among the mass. And one of the most interesting facts will prefer to be literate in order to get jobs in the above­ regarding literacy for adults that can be told is, that said projects. whenever people see any economicad vantage of a new policy they take no time to show their eagerness to Culture, which is a sense of ultimate values pos­ receive such benefit. sessed by the members of a particular society either collectively or individ ually in their feelings and activi­ Literacy has indescribable impact on the economy ties of that society. Literacy not only determines the of village. It arises from the fact that the main occupa­ quality of the people in a society but also gives an idea tion of the rural people is agriculture. Most of the about the competence of that society to adopt to the fast farmers are handicapped by either having no lands of changing world. It can be clearly pointed our when our their own to cultivate or lack sufficient resource to culture is compared with the western culture. The adopt modern techniques of agriculture. All though people of the western countries enjoy freedom and some banks are provid ing cred i ts to farmers in order to liberty to a greater extent than that of aurs. This

102 discrepancy does not originate from richness, rather it Last but not the least, allround development of human is the level of literacy which determines the degree of civilization is realised when the people have liberty in freedom and liberty available for the citizens of a social, economic, political, cultural fields, and this is country. Other conditions remaining same, the coun- materialised only when all the people are literate try having greater number of literate citizens can cope enought to think abou t their own welfare. ^ with the dynamic world in a much better way than a country having less literate people. The literates can understand the policy adopted by the politicians and the planners and can modify themselves accordingly.

This essay by Mr. Sanjay Kumar Dashfrom Kharagpur, West Bengal has been awarded the Consolation Prize.

103 L iteracy F or L iberation

SiMRITA S a RAO

"Education is a liberating force, and in our age it is also a democratising force, cutting across the barriers of caste and class, smoothig out inequalities, imposed by birth and other circumstances "

- Indira Gandhi

my neighbourhood lives an illiterate factory the tunnel-which can be taken as a metaphor for worker. He had migrated to the town in search of illiteracy. Malcolm S. Ad iseshiah calls it Out-of-School space for growth and expansion about fifteen years Education-a continuing and never ending learning back. He is keen that his son should go to school. The process, offering a solution to the social and educa­ boy is not granted admision to the nursery class of a tional crisis that confronts the country. To quote a fairly good school because he keeps his mouth shut protagonist of this programme, "Its clientele is the when the Headmaster asks him his name and his poor majority - the dropouts and pushouts from our father's name. The father thinks that the boy is not schooland universitysystem.Theilliteraterural masses destined to be literate. In a philosophical vein, he who constitute 70 percentof oursociety, the organized remarks, "No one can change the course of his fate. industrial workers who are continually battling to That is that". I try to ai^ue in the light of my new­ relate their earning to escalating prices....". Thus it is a fangled ideas but find it difficult to take his mind out comprehensive programme, touching upon the lives of its age-old grooves. Thereby hangs a tale. Its infer­ of those who do not have the advantages of birth and ences and implcations have a direct bearing on the formal ed uca tion. They are the 'Wretched of the Earth'. relationship between literacry and liberation.The fac­ Adult education can salvage them from the quagmire tory worker, referred to in the opening paragraph, is in which they are stuck. The Akhara Doots, the king­ not just an individual. In his outlook and attitude, he pins of this programme, are to be their messiah in their represents millions and millions of men and women in work or home situations. In the setting of the factory, India who live on the fringes of the society. What binds the farm, the vi I lage cha upal and the saksharta bha wan, them together are the shackles of illiteracy and pov­ the dividing line between the teacher and the taught erty which invariably go hand in hand. Liberation, disappears and dialogue becomes the mode of learn­ social, economic, cultural, and even political has by ing. This highlights the democratic aspect of out-of­ passed them. The existing educational system does school education and also lays emphasis on the im­ not impinge on their lives. Sometimes their children pulse of humanism that is the propelling force of the come within its fold only to be d ubbed as d ropou ts and programme. pushouts after sometime. Is there any light at the end of the dark tunnel in which they find themselves What are the illiterates to be liberated from? First trapped? Are there any shreds of hope? and foremost, they are to be liberated from the bond­ age of ignorance-the monsterwith many faces and Adult education symbolises the light at the end of forms. In the case, of a factory worker, it acquires the

104 shape of oppression. In thatofanagricultural labourer, changes in this area. The level of social awareness has the shape of seemingly invisible exploitation, and in gone up. In this way, the TLC has released forces that that of a school drop-out the shape of apathy and have paved the way for arresting the population helplessness. The forces of ignorance, in their varying growth forms and positions can be vanquished with the help of the forces of a wareness that bring abou t awakening in the region. Link between literacy and the con­ and lead to liberation. Literacy becomes thesynonymn trol of population has been established. Literacy has for awareness and, by implication, for liberation. become an instrument with which we can fight the menance of population explosion in our over-popu- There are certain core areas in which literacy can lated country. In this context, literacy can be hailed as bring about a silent revolution. For instance, tal

105 creating congenial environment and adequate oppor­ liberation from suffering is health and hygiente. Mil­ tunities for the allround growth of the individual. lions of people in the country believe that diseases are Literacy alone can pave the way for the realization of caused by curses, evil spirits, and ghosts. They are this goal. To begin with, literacy can spread informa­ ignorant of the existence of bacteria and germs that tion and knowledge and thus make the onslaught on cause disease. They seek treatment from the witch, ignorance effective. Making it the launching pad, doctors, the mendicants and 'the self-styled wise' who literacy can be used as an instrument for increasing claim to have the powers to exorcise the ghosts and production and efficiency through the promotion of evil sipirits, the victims of these confidence men are training and vocational skills. This is the only way of mostly illiterate. They have no access to the ideas applying education to the solution of the pressing which can liberate them from the shackles of supersti­ problems of life the foremost being poverty. It should tion and sooth-saying. Aldous Huxley has said, "the be regraded as a basic input for economic growth. birth of science was the death of superstition". It is Adult education is not an end in itself. It is a means an through literacy alone that scientific knowledge re­ end, that is, liberation from economic backwardness garding the basic facts about disease can be dissemi­ through the integrated development of men and nated. The significance of imunization can be brought women and realisation of the fact that education and hom.e to th»)se who wallow in ignorance. Awareness economic well-being are mutually related as are illit­ regarding hygiene can be promoted. Faith in the effi­ eracy and poverty. cacy of supernatural treatment can be shaken and shattered. This will save millions of lives from suffer­ Illiteracy and poverty are inter-dependent. They ing and pre-mature death, and improve levels of consti tu te the cause and effect of each other. Therefore general health. Healthy people, in him, can make a any programme that is launched for the spread of better contribution to the economic well-being of the literacy should take intoaccount the grinding poverty country. The sick and the weakare a liability. Literacy of the people. It should be linked to schemes, aiming can generate awareness that holds the promise of at the eradication of poverty. Only by relating the converting a liability into an asset. There can be no literacy programmes to the removal of poverty, the more potent exorciser of the ghosts of ignorance that adults can be persuaded to say good-bye to illiteracy- breed disease and play havoc with the health and the cause of their poverty. Gandhi Ji had once re­ happiness of people. marked that hungry and tired people would have no genuine interest in literacy. Their interest in literacy The link between literacy and the liberation from can be aroused only by ensuring that literacy will disease and sufferring can be further strengthened by enable them to lead a better life. It can break the nexus removing female illiteracy. Literate women, in their between ignorance and poverty which, according to role as mothers can play a pivotal role in promoting Swami Vivekananda, are the two basic sins in life. cleanliness, hygiene and health and improving the Therefore literacy work must be made life-centred quality of family life, the quality of the future citizens and poverty must be eliminated, with the help of and above all, the quality of the Nation itself. There­ literacy. Literacy must promote the cultivation of fore the significance of female literacy can hardly be attitude and outlook that looks upon poverty as the over-emphasised. Literacy can give strength and sta­ greatest evil and rejects the notion that poverty is a tus to women who are discriminated against from the blessing-a passport to heaven in the next life. crad le to the grave. The sinister story of their suffering and sorrow begins with the destruction of the female Another area in which literacy can bring about foetus which is in vogue in our society. Millions of

106 female children are denied the gift of life. It has this core area, should take steps to set up a chain of replaced infactiuide which was once widely practised centres to give shelter, succor and support to the in the male dominated society. The cruel custom of deprived children. Then the National Literacy Mis­ Sati has by and lai^e, been abandoned. But ironically sion can take them in its fold and make them stand on it has been substituted by the burning of brides who their feet by imparting vocational training to them. bring no dowry. This menace threatens to assume The skills, thus acquired can enable the innocent epidemic proportions in our society. Though even the victims lo make a foothold in life the collaboration of higly educated brides are tortured and torched t(i NGOs and NLM can bring the glow of liberation in the death, wide-spread female literacy can create an envi­ dark, bleak existence of these children. That will be a ronment in which it will not be possible, any longer, to right step in the direction of stopping the ticking of the burn the brides as if they were objects. For this silent bomb. purpose, several developmental schemes have been implemented. Mention may be made of Integrated The spectre of Aids, drugs and prostitution stalk Child Development Services, and Development of the world of the 'soiled blossoms in the dust'. The Women and Children in Rural Areas (DWACRA). growing menace of Aids can spell an unprecedented These agencies can work in unison with the women's disaster in a vulnerable country like India. Drug ad­ Adult Education Programme and liberate women diction is already, taking a heavy toll of life. Literacy, from the age-old bondage that hinders their growth atleast among the ignorant and the poor, can make a and development as equal partners of men. substantial contribution to the weakening of the strangle-hold of drugs. Itcan also be used fordissemi- Like illiterate women, the illiterate children, too, nating information regarding Aids and dispelling fall in the category of the under-privUe^eci and the disinformation.This can help in arresting the onward deprived. Among them the street children pose a march of the fatal disease. The illiterate will be the easy serious social problem. India has the largest popula­ victims of the dragon, deadset to kill vast numbers of tion of these children. Who are they? Mathilda Blinde people in the coming years. Literacy can be used to in T h e Street j^trildren's Dance" describes them as fight this dragon. follows: Am>ther problem that we are facing is the pollu­ Children mothered by the street tion of the envirnonment, depletion of the ozone layer, Blossoms of humanity. and of the primordial rain forests, the global warming Poor, soiled blossoms in the dust. and pollution of water. National Literacy Mission can take upon itself to educate the masses regarding these P. Smith, in his article "Blossoms In the Dust", hazards lo human existence. Thespread of literacy can The Sunday Times of India, April 24, 1994, equates bring about awareness of the danger to life that is them to a time-bomb ticking away silently. It can inherent in the threats of bio-diversity and environ­ explode anytime. These unfortunate children are not ment as a whole. This will surely liberate man from the on thestreetsoutofchoice.They are the victimsof the ignorance and greed that make him destroy the very adult callousness and neglect. nest in which he lives. Literacy compaigns can impress upon its beneficiaries that by destroying the ecological What role can literacy compaigns play in restor­ balances man will destroy himself. ing their childhood and rehabilitating these aban­ doned children? First, thegovernment, with the active Last but not least, spread of literacy can strengthen help of non-governmental organizations working in

107 the forces of democracy. Dr. Zakir Hussain's words The inspiration for this multi-faceted liberation are pertinent: "Education, indeed, is the iife-breath of is embodied in Bertold Brecht's poem our democratic life". Democracy cannot survive with­ out it. It is a democratising force in the sense that it can "In Praise of Learning". It is tempting to quote enable its recipients to rise above the barriers of caste, from this poem by way of rounding off the argument class and creed. It can liberate them from the shackles put forth in the body of the essay. that birth invariably imposes in a caste-ridden society like ours. Moreover, literacy can accelerate the process You must prepare to take command now. of change of outlook which is essential for the preser­ Locate yourself a book, homeless folk. vation of democracy. It can bring about change in the Go, search some knowledge, you who worldview of an individual and expand the horizon of freezed. his mind. That, in turn, helps in making the experi­ You who starve, reach for a book. ment of demcracy successful.Democracy has no mean­ It will be a weapon. ing for the people if they are to remain illiterate. You must prepare to take command now. Illiteracy is a stigma that must be done away with; it is Don't be afraid to question, comrades. an evil that strikes at the root of democracy. To be Never believe on faith. illiterate is to be handicapped. It implies lagging be­ See for yourself. What you yourself don't hind in the race for the betterment of life. Literacy can leam, liberate them from their inferiority and lowly status. It You don't know. can restore to them their birthright to leam and grow Question the reckoning that is denied to them by an unjust society. The literate You yourself must pay it. and the educated constitue the elite while the illiterate Set down your finger on each small item, and the uneducated are the new pariahas. The former asking: inhabit India and the latter, Bharata. The spread of 'Where do you get this?' literacy through Adult Education can dismantle this you must prepare to take command now. dichotomy and liberate the illiterate from the social, economic and political and psychological bondage.

This essay by M s. Simrita Sarao from Patiala has been awarded the Consolation Prize.

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116 2. #3R T^ Sr^TRFT ^ T T ^ ^fFTR ^ ^ ^ STcfR ^ f #T ^ ^ ^ 3. 5fte-%«TT to lT M ^ f I ^m \ m ^ 4. ■mr?ft^ *qM ^ ^ ^ 5fte-%?TT ^ m v^ <3fh: ^ I m ^ f^'W 5. f ^ T ^ ^ f ^ f t «msn-3ff ^ ^R«TR ^ 5 ^ zn cqf^-f^§tTsr ^ 11 6. T T ^ 5%-%?TT ^ ^ ^ ^ err^iT^ I ^ 7. T P ^ f^ rf^ §TMT^ ^ - m m r qr ^ i 8. ^ ^ 3 ^ ^ ’Tfl^ ^ 01%T I '3i?Tvftft^ ^ gSTR^ ^ WT^ ^ ^ 8TT: ■>ft H^FTcTT chl4fhH ^ ?Tlf^ t o r W t I ^ '3 rf^ “ Educate a boy and you educate one person ^;etW M ’ I ^ ci^Rffb'H ^ ^ ^ Educate a girl and you educate a nation." TFT 11 Rmra-^f ^ M R t o ^ N .c c

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120 Photo : Shri Haresh R. Jani of Gujarat - Consolation Prize. Poster : Ms. Tejashree Sawant of Bombay - First Prize. L iteracy C ampaign - A P eo ple's C ampaign

S h w eta G upta

^development is not just about factories, dams and roads. Development in basically about the people. The goal in the people^^ material, cultural and spiritual fulfilment. The human factor, thehuman context, is of supreme value. We must pay much greater attention to these questions. Literacy is an indispensable component of human resource development. It is an essential tool for communication and training, for acquiring and sharing of knowledge and information, a pre-condition for an individual's evaluation and growth and for national development." -Rajiv Gandhi

romotion of Literacy has been identified as development of nirai areas^ and popularisation of out of the five National Missions with a view to nationally accepted values such as socialism, democ­ applying technology and scientific research for the racy, self-reliance, national integration and develop­ benefitof the deprived sectionsof society and the areas ment of scientific values. They must be equipped to which are critical to the country's development The face the challenges and surge forward to the 21st National Literacy Mission (NLM) is a societal Mission centiuy. The National Policy on Education (1986) which implies that there is will for all levels for the envisaged that adult education would be a means for achievement of Mission goals, that a national consen­ reducing economic, social and gendered disparities. sus can be created for mobilisation of social forces and The principal aim of National Programme of Adult mechanisms can be created for active participation of Education (NPAE) is to provide education including the people through eneigisation of their latent poten­ literacy to the population in 15-35 age group which tial with the ultimate objective of promoting a qualita­ numbers about 100 million. The vast portion of the tive change in their living and working conditions. illiterate work-force and energetic section of popula­ tion comes in this age-group. These people must be One of the most important problems of the of poor taught to read and write and along with that, they must in our country is that of illiteracy because of which the be made to leam other forms of basic knowledge, eg. doors of rural development have been closed. Re­ good habits, etc. The adult education programme is a moval of illiteracy is one of the most important means programme by the youth and for the youth. for rapid development. The involvement of the youth in the age group of 15-35, in the process of develop­ But all this needs the people's participation in the ment, is critical to ^ e future of our nation. It is in this programme. This makes it necessary to make literacy context, that we must equip this vibrant human re­ a peoples campaign. This can be done through various source, the youth process for socially useful and eco­ ways. Providing for provisions of education as for nomically productive purposes. They must be helped example free literacy kits and teachers by the govern­ and encouraged to act as the vanguard in the process of ment in all the villages and towns would prove to be a

121 great work in this field and this literacy will itself solve around the concept of national building. The feeling some of the most important problems, eg. crime Pre­ created in each action within the youth should fill him vention of crime may become possible if the illiterate with pride that he/she is an instrument in doing a task prisoners are made literate and the problem of crime which would help in nation building. Of late the does not recur. Perhaps, literacy skills and develop­ country has been facing a great challenge and threat ment would have averted the situation of committing from diversive forces like regionalism, linguism and a crime by a prison. parochial ism. This mass movement or campaign (as a part of National Literacy Mission) would help to Making literacy a people's campaign requires for mobilise different sectors of the society to concentrate things as few example harnessing all agencies for the upon realisation of nationally accepted values and go campaign, to secure participation of the disciplined into aspects such as socialism, realism, self-reliance, forces, to lay stress on women's participation and to national integration, development of scientific values, pose Mass Programme for Functional Literacy (MPFL) etc. It would help this vibrant human force to re- as a challenge to the people. dedica te their commitment for accelerated economic as well as social transformation of the national. To make the literacy campaign a people's cam­ paign, an environment has to be built in which tliey are India has a large number of disciplined force in the partners. This environment may not only provide the field of defence services and ex-service-men who can understanding of the system, i.e., how illiteracy acted propagate their experience to the people in the commu­ as an impediment, how it helped them to initiate nity. They, in the interest of the nation, may still like literacy activity but would also help people to think to continue their volvmtary services in the field of that it is a national will that is coinciding with the education, the energies of whom need to be harnessed. people's will. This would help a great deal in making people realise that the literacy campaign is their campaign. The National Literacy Mission (NLM) needs participa­ disciplined forces may develop the fonnula so that tion of various development agencies dealing with tl\e nobody in jawan's family should remain illiterate. It extension programmes. It is also being observed that may strengthen his/her commitment to defend the illiteracy is the biggest constraint to inake the develop­ nation. As ourcountryisapromoterofpeace,freetime mental process reach the people who have to derive of the skilled and educated from these disciplined benefits outof it The People should followthe slogan, forces can be well utilised for the eradication of illit­ "Every literate shotdd make every other illiterate liter­ eracy in the area, where they happen to serve of lead a ate", so as to get rid of the menace of illiteracy (as retired life. Scope will be there to strengthen the otherwise it is likely to hamper the process of educa­ national discipline if they get involved in larger num­ tion that leads to modernisation of a country). Mass bers, most of these being in the same age group as literacycampaignshouldlead to creationof favourable youth. environment among masses to accept literacy as a first step to further the development o f peopi e a f ter becom­ Women's participation with the help of the depart­ ing literate. The mass campaign may help to utilize the ments of women welfare, central and state social tremendous energy of the illiterates for a constructive welfare board. Ministry of Health, etc., by integrating purpose. literacy part with their on-going programmes, will strengthen the literacy campaign much more. Percent­ The spirit of mass approach has to be inculcated age of literacy in different parts of the coimtry is botmd

122 to r is e i f the women from the weaker sections of the for the developmentof the nation. Hence public sector s o c ie ty are concentrated upon, through their active undertakings and private industries need not know involvement Formation of inahila/yuvati mandals the literacy programme as expenditure oriented but andinvolvementof theseorganisations will definitely should be viewed as investment made for betterment increase the literacy percentage and make them under­ of physical and mental capacities of the individual in s ta n d the need for observing small family norm and increasing the production. All this would help a great a d d in g strength to benefits of anti-poverty programmes deal to our nation. latmched in the country. Womens literacy and educa­ tio n is critical for proper child-care. Women's Inte­ Literacy and development have an internal link­ grated Learning for Life (WILL) programme will age with each other and eradication of poverty may be endeavour to revive the component of women's fimc- at stake if quick action is not taken to achieve high tional literacy. Literacy would help every women to get literacy percentage. Any amount of financial input equality in their world. may not be able to increase the literacy percentage. In a given village/sluin/mohallah, if adult education cen­ The industries of public sector and private sector, tres are started one per 30 adult learners and thus for from all over the coimtry, have a lai^e number of all existing adul t illiterates, it may no t result in achieve­ workers and dependents who comprise of the edu­ ment of cent percent literacy within 8 months time-the cated as well as the illiterates. The management and standard time for an illiterate to leam how to read and the trade unions/workers, organisation may be inter­ write (and of course followed by the post-literacy and ested in increasing efficiency and productivity/in­ follow up). Grant provided to run as many adult creased wages or emolmnents, with improved facili­ education centres as possible for achievement of total ties. This may have direct/indirect bearing on one's literacy may not be able to show cent percent enrol­ own literacy or educational standards. The Ministries ment of all adult illiterates unless the adult learners are of Industry and Labourand Central Board of Worker's convinced about the importance and relevance of lit­ Education, national level trade unions, etc., need to eracy and numeracy skills and cent percent participa­ consider making the workers and dependents literate tion of the adult learners even if they are interested, both from the organised and unorganised sectors. It unless increased political commitment of local people may help in having horizontal and veitical mobility is there. In light of the above constraints, financial or depending upon ones own need and aspirations. This simple government support may not be of very much perhaps coidd lead to an organised 'Shramik Literacy help unless the element of voluntarism is developed Movement (SLIM) as a part of mass prograinine for among the adult learners and education for which the functional literacy. Shramik Vidyapeeths maybe able National Literacy Mission shoidd become a people's to play an effective role as part of polyvalent educa­ mission. Just as the people during pre-independence tional requirement through the educated learners. The days have fought for the country's freedom, youth field level functionaries of Central Board of Worker's should be so motivated by mobilising them in larger Education (CB WE) maybe able to work for strengthen­ numbers that the educated should fight for eradication ing the literacy campaign in the workers, community of illiteracy, as otherwise the people cannot be free by integrating with the programmes of welfare and from the clutches of poverty and participate in the tradeunionis. The adulteducation programme should process of development. This is possible only through b e utilised for the upgradation of production oriented the inculcation of the element of volimtarism among progranune. This may help the workers not only in the the educated to work for the illiterates and the 4e* our beltermentbutalso in making then better producer prived sections.

123 The nodal agencies at national level, through their giving additional inputs to the village youth by guid­ respective dealing with NSS, NCC, AEP, NYK, etc., ing them and suitably directing them for such mass may permit the youth to have a flexible approach to performances in the cluster of villages. Selected teams meet the objectives of national literacy Mission. For need to be sent to different blocks also. Concentration example, if Nehru Yuvak Kendras (NYK) would like on a cluster of villages may become very helpful to to advise all the youth clubs and make the villages yield belter results. Youth's specific talents should be literate integrating the youth activities with those of recognised at the district levels and TV/AIR may en­ development, they maybe allowed to do so; if the NSS courage such teams to put it across the state/national Yuvaks would like to construct Jan Shikshan Nilayams lookup. Folk culture and the culture of the nation and work for achievement of literacy while adopting needs to be provided through encouragement of tal­ the villages in geographic proximity under regular ents of the youth. Sufficient stress laid by TV/AIR on NSS or they VocationLiteracy Programme, the student talents of youth may encourage them further, leading youth must be encouraged to have such an approach, to become education/literacy activists, the process of if the NCC would like to be flexible in its military which would kill the delay of achieving literacy in the training programmes during academic sessions, they villages and thus in the coimtry. The media can play may be allowed to educate people in acquainting them a significant role in transmission of talent from one with defence aspects education and also to achieve region to the other for adoptation and perpetuation. literacy; if AEP units at the college on university level The national integration process gets strengthened would like to give top priority to literacy under Area through such transmission of talents, which is also a Development approach, the functionaries concerned part of education process. may be allowed to do so; and during leadership train­ ing camps; if the stress has to be on mobilisation of the Certain otganisation like Lucknow Literacy House, youth to become part of the 'Literacy Brigade' and also Aimolha Vand (Secimderabad) and such other places are to become agents of literacy propagation, they may be specialised in puppetry. Puppetry is receiving the attrac­ trained to act accordingly. Flexibility in every respect tion of Uie people. People enjoy the puppet shows. to a reasonable extent might help to meet the National Commujiication of messages becomes stricking through Literacy Mission objectives. such shows.

People could be made to understand/realise the People areawareofcertaindevelopmentsonly which utility of media for achieving the objectives of Na­ make them understand their own period of time. Devel­ tional Literacy Mission. The media like TV/AIR have opment is taking place at a faster pace in various fast to assess the impact of the talents of the villagers, developing and well-developed countries. People should particularly through the cultural talent. The youth of be trained particularly in the areas of utilisation of non- the village concerned, may specialise in at least one or conventional sources of energy. Exhibitions, demonstra­ two aspects of motivation and entertainment. They tion, cost factors to establish the same, etc., need to be should be mobile and work for educating the people miderstood by the people, especially in the vilhges. by integrating the educational components witli moti­ C AI’ART 1 ike agencies, KVIC (Khadi and Village Indus­ vation and entertainment. The way in which song and tries Commission), Department of non-conventional drama divisions of the Ministry of Information and every sources, etc., may become useful in this direction. Broadcasting functions need to be understood for doing similar jobs. The locally available latent talent Literacy in isolation may not be of great project everi should be well utilised aftergetting it strengthened by if it is achieved. The learners must be able to ur4e|:<*

124 stand their role in utilising the literacy skill to under­ component in one's own, development Convincing stand the environment they are exposed to. If they have others about such issues is likely to have negative to leam their environment^ there should be a good repercussions on certain occasions, which are not de­ drainage system^ good environmental sanitation, sirable in the national development. healthy atmosphere with optimum utilisation of wa­ ter, etc. Excess water and bad maintenance will result There is not need to stress on this issue as the in an unhealthy atmosphere. Food stuff consumed if problems are well-known in different parts of the not taken care, after consumption, the waste thrown country. Regionalism, parochialism, linguistic prob­ cent in a careless manner may also result in a similar lems, casteism, religion, etc., cause certain disturbances tmhealthy situation. Literacy will help people under­ for one's own peaceful atmosphere. People need to stand and observe the importance of the small family understand each other and keep the country united norm before one starts practicing and make others do and keep freedom of the country intact Scope should the same. It needs an unbiased thinking as to why it not be given to the external factors to indulge into the was suggested to any one in the society. One should no t matters of the country for selfish reasons. The total attribute political motives to any such preaching and atmosphere prevailing in the country should have practice thereof. Youth should be primarily convinced 'oneness' in every respect and allow the national about the tremendous growth of the population of the integration factors to have deep roots in their working nation and understand the Indian situation in the and development Nothing should be politicised in developing world. As the population, pollution and thinking, national integration is a factor to be under­ poverty are the three main aspects of ecological imbal­ stood by one and all through one's own learning, ance of the community of the world, the people espe­ instead of learning from others; youth should be so cially at the village level should be made to undeisland trained that they practice the same in reality by con­ the issues at the village and the family level. vincing the people about its greatness in preserving the unity of the nation. Control of family growth can control the village and nation's population growth. Hence small family Mass Programme of Functional Literacy would norm is a key factor, which generally helps to keep the become an effective people's campaign through the family happy in respect to economic growth, educa­ motivation, coordination, people's participation; de­ tional achievements and related other developmental veloped with increased political commitment after factors in the family. Hence to understand all such having given adequate training inputs, which help in factorsonhis/herown, perhaps literacy is an important building a strong nation; leading to modernisation. ♦

This ostii/ bi/ Ms. Shiveta Gupta front Delhi has been awarded the Thitd Prize,

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136 T h e L iteracy C a m pa ig n A PEOPLES C a m pa ig n C.S. M e e r a

rate has been hovering around 36% since that last decade. The male literacy rate was around 47% while Now they know it pays to be literate," the female literacy rate was only 25%. This clearly is an indication of the educational underdevelopment in screamed the headlines on the 'Hind u', one fine morn­ the country. While satisfies paint a bleak picture of the ing. Wondering, how in tiie age of rising unemploy­ literacy levels, it does not seem to do justice to the ment, furstration and dejection, literacy was being various voluntary organizations and the National advocated, I proceeded to read through the article. It Literacy Mission which have in the last few years recounted the story of how education had signifi­ made remarkable progress in the field of adult and cantly led to increasing awareness amongst the tribals primary education. The example cited at the outset is of Dungarpur district in Rajasthan. The socio-eco­ only a pointer to the fact that the various TLC's (Total nomic benefits of education apparent these dry, Literacy Campaigns) haven't gone in vain. barren villages, primarily the awareness regarding cleanliness and hygiene. The above is just one of the The main important detail is that total literacy many instances, of how the peoples' literacy campaign now being achieved in most states has been largely which is truly one organized by the people, of the due to the efforts of the people. The instance are many people and for the people, is changing the socio­ and the masses are no longer ignorant. To educate economic contours of our country. themselves has meant that, they need no longer de­ pend upon a stranger to read the everyday news or The clarion call given at the world conference held write a letter. Realization, of this order, having risen in Thailand in 1990 was EDUCATION FOR ALL. The amongst the people has led to many laudable of ironical situation in India is that the target has been educating people has been achieved through various changed sisc times since Independence. Though the committees and projects. The state of Kerala is a reason for the non-achievement of this target may standing example of how high levels of literacy have range from bureaucratic policy decisions to lack of support from the masses, the fact remains that after led to low rates of population growth and high rates of economic growth. The infant mortality rate is also on being independent for the last forty-seven years, EDU­ ,the decline. That such a small state as Kerala with low CATION FOR ALL is still a far cry from reality. levels of per capital income has reached the zenith of As Kerala celebrated her second year of total it's progress and is now projected as the model state, literacy, India is forced to re-think about its policies is commendable. This has been largely due to the and priorities regarding the campaign. improvement in the quality of the life of the people. The Prime Minister in his forward to the Eight A peoples campaign cannotes the involvement of Five-Year Plan has laid emphasis on human resources the masses. The rhetorical question that arises is how development. The key to the enrichment of the life of far a peoples' campaign is successful in such a vast Ind ian people lies in ed ucati ng them. "Development is country like ours, where the number of literates does not just about factories, days and roads. It is basically not come upto even half the population. The literacy about people. The goal is people's'material, cultural

137 and spiritual fulfillment. The human factor, the hu­ low capital formation and lowgrowth rate. Hence, the man context is of supreme value." The panacea of all urgency, to improve the quality of the people, to to low India's socio-economic problem lies in enhancing the capital formation and low growth rate. Hence, the quality and calibre of the people. urgency, to improve the quality of people, to help them recognize their latent potential, to help them The National Literacy Mission is intended to be a keep themselves hygiene, to expel the superstitution societal mission for bringing about qualitative changes from their minds and to help them decides the nations and improvement by mobilizing the various Across- fu tu re. Only an ed uca ted man can be well-versed with sections of society. The rural functional literacy projects his rights and duties, the illiterate is like the bridled which are being conducted in many parts of country horse that has to be constantly controlled with reins, involve the people. There are many other projects like, the reins might be in good or bad hands. the ones undertaken in Kerala, which included volun­ teers who went from every hamlet to every slum in the Literacy does not merely relate to teaching in city and promoted literacy. That the ones previously classrooms, it refers to the enhancement of knowledge educated, helped in spreading the light of knowledge of all happenings around the world. That, people are amongst the later students is itself a pointer to interest a part of this literacy campaign does without doubt and enthusiasm employed by the people. The signifi­ because they teach and are taught. The involvementof cance of village education committees has been very students in the literacy drive has met with a lot of definitely understood and with the passing of the success as many desirable incentives like extra marks Panchayati Raj Bill, they are now seen as milestones in are awarded to the students who teachone adult in the the process of education for all, built on the strong regional language. Known as the special adult literacy edifice of peoples' campaign. The effective function­ drive, this project has been employed in many schools ing of the committees depend largely on their compo­ and enjoys popular appeal. The involvement of stu­ sition and community involvement. The vital aspect in dents has been whole-hearted and complete. This constituting these forms have been the participation itself reflects the idea that the literacy campaign can be by the people which forms the flesh and blood of the achieved on a 100% basis, only if the youth are in­ total literacy campaign. The village women are made volved. The Total Literacy Campaigns undertaken in to take an active role in teaching themselves and many districts consist of staff who are drawn from sending their wards to schools. The head of the com­ various strata of society and have come forward to be munity, the village elders, etc. join hands with the a pa rt of the programme. Since most of the teachers are authorities to make the efforts bear suits at the right volunteers, they do not have any strings attached to time. Literacy does not pertain only to educating or their mode of working. They collect the adults and teachihg the people to write their names or count the children from the village and teach them not only the numerals. The general goal is to lead the people from three Rs. but also explain and emphasize the impor­ DARKNESS UNTO LIGHT. The being the goal, it is tance of personal hygiene, sanitation, birth-control also necessary to pay attention to the education of and child-care. children who would rule India tomorrow. The OP­ ERATION BLACKBOARD program aims at giving There have been many states which have adopted compulsory education to children below 14 years of the TOT ALLITERACY CAMP AIGNS and are slowly, age. Through this program faced hiccups due to lack yet surely making their efforts to become fully literate of publicity and encouragement in most rural areas, it states. While the literacy drive is of national conse­ has of late met with large successes, in many districts quence, its. implementation differs from region to of southern states. Education of children has been region. THE ARIVOLl lYAKKAM in Tamil Nadu and emphasized upon for the reason that, even though the Pondichery has been started to educate the people of quality of the Indian people is worse today, let it not the states. The project has been very successful, thanks be worker tomorrow. The reason why our country has to governmental efforts and peoples' involvement. As been able to develop can be attribu ted to the low levels the name suggests 'Arivoli' meaning the 'Light of of literacy, which in turn leads to higher growth of Knowledge' has indeed spread its enriching rays into population. This viscous cycle continues, leading to the dark lives of the people. For the educated under the

138 project, life can never be the same again for themselves Kerala said, "I feel as if 1 have fulfilled my obligateion or for their children, for the latter would now attend towards my country, by teaching the people and school instead of going to work in beedi on fire-works participation in this programme." factories. Such a noticeable change in largely d ue to the active efforts of various voluntary and women's orga­ People are the basis on which any nation is built. nization which arrange right schools for adults, pri­ The secret of success of any country can never the mary coaching classes for their wa rds, etc. Even in the totally attributed to science, technology, defense or backward regions, people have taken to this project, diplomacy. It can be woolly due to one force - THE initially with reluctance and later plunged themselves PEOPLE, the ones who creati2 a nation, build it on into it with pride. Even in literacy starved states like strong edifices of virtues and sustain it through centu­ Uttar Pradesh and Bihar, such programmes have ries of adversities. Education for all encompasses in broken down the unseen barriers in the minds of itself not mere learning but also, realization. The people and made inroads into the most conservative farmers, the laborers and the man on the streets must village. As the tribal girls in a remote village in be given public education, population education etc. Rajasthan say, they are now proud to be literate and in such a way that in the years to come, we shall find fashion themselves at par with their urban counter­ the India the developing country has become devel­ parts. oped.

The recent downfall of the communist state, the Education is not the mere inflow of information fall of the Berlin wall and the rise of democracy in into a man's brains, it is the gradual development of South Africa have proved that every revolution, every one's character and knowledge. It helps in realizing small change in the pyramid of society, needs the one's talents and developing them. Such is the quality support and strength of the people. Without whose of education. Literacy, as a campaign cannot be con­ participation, Germany would never have united nor fined to the portals of bureaucratic organizations. It would the Koreas talk of peace across the table taken needs the people's suppor\, for, without it, nothing place. It takes more than shrewd diplomacy. Machia­ moves in a democracy. To quote from Carl Sanderg's vellian principles and Chanakya's Rajatanthra to bring poem: about changes in the society, be it reforms or revolu­ tion. In a similar manner, the literacy drive is alos a I am the seed-ground of every step towards the betterment of lives of the Indian achievement, people. The drive wouldn't have been even this suc­ I am the prairie that stands long ploughing. cessful, had it not been for those thousands of volun­ Storms pass over me - - 1 forget teers who ploughed through the right under oil lamps That best of me is sucked out and trahied in remote parts of this vast country, teaching people and creating an awareness amongst them. The women “ I forget, especially were drawn from their draf chores and I am the people ~ the mob. brought to schools, made to learn and improve their standard of living. "When we teach a man, we teach an Thus, let the light of education spread its lumi­ individual, when we educate a women, we educate a nous flams into thelivesof millions of Indians who are whole family." The volunteers while teaching others, groping around to get a firm grip on their future. ^ ,aught themselves of the importance in potential that "lay untapped and becane an integral part in the pro­ cess of national development. As one volunteer from

T/i/5 csaay by Ms. C. S. Mecra from Madras has been awarded the Consolation Prize. 1. Ms. Tejashree Sawant of Bombay won the First Prize in liie rrofessii>nal/ Amateur Group for her exhortation, 'Each One Teach One'.

2. Shri Kamal Kanti Rana of Baroda bagged the Second Prize exhorting 'Learn and Advance'.

3. Shri Lakhi Chand Jain of Aurangabad got the Third Prize for the disapproval of using thumb impression.

4. Shri Datta Sawant of Bombay - Consolation Prize.

5. Shri Mahesh Pandurang, Bombay - Consolation Prize.

6. Shri Kumar Sujeet Amdabas Joshi of Thane, Maharashtra tht First Prize in the Students' Groupcompetittion.

7. Shri Ashish Raj of Dibrugarh, Assam - Second Prize.

8. Ms. Bulbul Mandal, New Delhi - Third Prize.

9. Ms. Bhagyashri Somawane, Jalgaon Maharashtra - Consolation ''r

10. Shri Umanath, Patna - Consolation Prize.

11. Shri Mahendra Baruah of Nalbari, Assam - First Prize in the professional Group (Monochrome Prints),

12. Shri Pranlal K. Patel of Ahmedabad - Second Prize.

13. Shri Rajendra Kumar Samal of Orissa - Third Prize.

14. Shri C. Ratheesh Kumar of Trivandrum - Consolation Prize.

15. Shri Arbinda Bhakta of Calcutta - Consolation Prize.

16. Shri S.R. Rahi of Rajasthan bagged the First Prize in the Amateur Group (colour prints).

17. Shri Girish J. Kinger of Indor - Second Prize.

18. Shri L.S. Tak, Jodhpur - Third Prize.

19. Shri Haresh R. Jani of Gujarat - Consolation Prize.

20. Shri Nirbhay Anand Patil of Bombay - Consolation Prize.

21. Ms. Mona Chirayath of Chandigarh was awarded the First Prize jn the Students, Group.

22. Shri Gora Saha of Howrah, West Bengal - Second Prize.

23. Shri Madheswaran A., Tamil Nadu - Third Prize.

24. Shri Rahul Vithal Rao of Indore - Consolation Prize.

25. Shri Maneesh Bhatnagar of Ujjain - Consolation Prize.

ucmiy s L;. • NIEPADC and Adroini.aation. :c i Aurobiiido Mar^, D 08516

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